1. Objectifs

Intentions :
«The main goal of the current study was to broaden current knowledge regarding parental reading-related knowledge.» (p. 360)

Questions/Hypothèses :
«First, [the authors] suspected that parents with higher reading-related knowledge would be more sensitive to the challenges that novice readers face and, as such, would provide more praise and less criticism during child-to-parent reading. Second, based on the linguistic awareness that constitutes reading-related knowledge, [they] expected parents with higher reading-related knowledge to provide more graphophonemic feedback than parents who had lower reading-related knowledge. Third, [the authors] expected parents with higher reading-related knowledge to sustain the reading interactions by providing more feedback that encouraged their children to ‘try again’ and less terminal feedback where the parent supplied the correct word.» (p. 354)

2. Méthode

Échantillon/Matériau :
L’échantillon est composé de 70 dyades parents-enfants. Chez les parents, 61 sont des mères et 9 sont des pères. Chez les enfants, 29 sont des filles et 41 sont des garçons. La région de provenance des participant.e.s n’est pas mentionnée.

Instruments :
Questionnaire
Grille d’observation

Type de traitement des données :
Analyse statistique

3. Résumé

«The present findings provide insight into the relation between parental reading-related knowledge and reading feedback practices. Foremost, even after accounting for children’s reading skills, parents’ reading-related knowledge supports a more positive nature of exchanges (praise) and explicit instruction [in] response to children’s reading miscues. Together, these parental responses can allow for positive learning opportunities for emerging readers that may ultimately positively impact their reading trajectories. In addition, consistent with the teacher research, there appears to be natural variance among parents’ reading-related knowledge skills and room for knowledge enhancement […]. Consequently, the findings bode well as a basis on which reading-related knowledge skills and associated feedback practices can be targeted. Promising findings have been reported in the teacher literature […], and there is no reason to believe that this would be any different with parents.» (p. 363)