TY - JOUR
T1 - Enhancing Question-Asking during Shared Reading in Immigrant Latino Families
AU - Gómez, Ligia E.
AU - Restrepo, M. Adelaida
AU - Glenberg, Arthur
AU - Walker, Erin
N1 - Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - Asking questions about a text enhances comprehension whether the questions are self-generated by the reader or asked by another. Previous parent training studies have focused on Latino parents with low-income and low-levels of formal education and have noted that during shared reading, immigrant Latino parents ask few questions. In contrast, we examine shared reading for Latino immigrant parents who are relatively highly educated, specifically in relation to their question-asking behavior with their older children. The parents in our study spoke Spanish at home and their 3rd and 4th graders had at least 2 years of formal schooling in English. We conducted two studies. In Study 1, without training, no parent asked any conceptual questions. Study 2 showed an increase in question-asking after parents were given a 45-minute training. For the most part, this increase was maintained at the 5-week delayed follow-up (in the second study) with numerically large positive effects. These findings help us understand question-asking practices among immigrant families with school-age children.
AB - Asking questions about a text enhances comprehension whether the questions are self-generated by the reader or asked by another. Previous parent training studies have focused on Latino parents with low-income and low-levels of formal education and have noted that during shared reading, immigrant Latino parents ask few questions. In contrast, we examine shared reading for Latino immigrant parents who are relatively highly educated, specifically in relation to their question-asking behavior with their older children. The parents in our study spoke Spanish at home and their 3rd and 4th graders had at least 2 years of formal schooling in English. We conducted two studies. In Study 1, without training, no parent asked any conceptual questions. Study 2 showed an increase in question-asking after parents were given a 45-minute training. For the most part, this increase was maintained at the 5-week delayed follow-up (in the second study) with numerically large positive effects. These findings help us understand question-asking practices among immigrant families with school-age children.
KW - Latino parents
KW - question-asking
KW - shared reading
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U2 - 10.1080/15348431.2021.1971084
DO - 10.1080/15348431.2021.1971084
M3 - Article
AN - SCOPUS:85114784546
JO - Journal of Latinos and Education
JF - Journal of Latinos and Education
SN - 1534-8431
ER -