Joint Book Reading across Cultures: A Comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch Parent-Child Dyads

By A. Bus, Paul M. Leseman, Petra Keultjes. 2000

130 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/828ac6a0188017292d58be88af2af236a8dab028

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Bus
2. Suzanne E. Mol
3. Laura M. Justice
4. Roberta Michnick Golinkoff 
5. S. Curenton
6. Ofra Korat
7. Kathy Hirsh-Pasek
8. Ora Segal-Drori

In Education

1. Roberta Michnick Golinkoff 
2. A. Bus
3. Kathy Hirsh-Pasek
4. Laura M. Justice
5. Suzanne E. Mol
6. S. Curenton
7. Ofra Korat
8. P. Klein

In Language and Linguistics

1. Ora Segal-Drori
2. Ofra Korat
3. P. Klein
4. Kathy Hirsh-Pasek
5. Roberta Michnick Golinkoff 
6. M. T. de Jong
7. Suzanne E. Mol
8. A. Bus

Citations in the corpus

• Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions (2008, background): “Findings from observational research indicate that mothers who view reading as important engage in more extratextual talk with their children during the reading interaction than mothers who do not view reading as important ( Bus, Leseman, & Keultjes, 2000 ).”
• How Reading Books Fosters Language Development around the World (2012, background): “Differences in the amount of talk were associated with literacy level, but ethnic differences that may have been associated with beliefs about child rearing also affected how mothers read [129].”
• Book reading interactions between African American and Puerto Rican Head Start children and their mothers (2005, result): “…groups of mothers who participated in the study, which is consistent with the results of previous studies on the book reading styles of mothers from various cultural groups outside of the USA and socioeconomic groups studied in the USA (cf. Bus et al., 2000; DeTemple and Tabors, 1994; Heath, 1983).”
• Maternal mediation in book reading, home literacy environment, and children’s emergent literacy: a comparison between two social groups (2007, methodology): “This method was used earlier by Bus et al. (2000). Inter-judge reliabilities for segmenting the interaction into units were computed based on a random selection of 10% of the dyads.”
• Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008, background): “There is also evidence that when adults do not find reading books a source of pleasure for themselves, then activities such as book reading may not be embedded in family practice, and parents may not know how to engage children in reading sessions ( Bus, Leseman, & Keultjes, 2000 ).”