Maternal Elaborative Reminiscing Increases Low-Income Children's Narrative Skills Relative to Dialogic Reading

By Elaine Reese, D. Leyva, Alison Sparks, W. Grolnick. 2010

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/848e198a21c0ba2dfaf826bc55de2f99c83afa18

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

In Education

Citations in the corpus

From reminiscing to reading: Home contributions to children’s developing language and literacy in low-income families (2013, background): “In a comprehensive review of studies focusing on the contributions of book reading to the acquisition of literacy, Scarborough and Dobrich (1994) noted the absence of measures of child interest in the literature and the need to include the child’s motivation as a contributing factor in the process o”
Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “Although the primary intervention of interest within the paper was the elaborative reminiscing condition (Reese et al., 2010), only data from the dialogic reading and control groups met inclusion criteria for this meta-analysis.”
Dialogic Reading in Early Childhood Settings: A Summary of the Evidence Base (2017, background): “Included within the types of support were regular phone call checkups throughout the intervention to answer questions (e.g., Chow & McBride-Chang, 2003; Crain-Thoreson & Dale, 1999; Reese et al., 2010), scripts, suggested questions, or hints provided in books (e.”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, background): “One intervention study in which mothers learned elaborative reminiscing techniques reported no difference between preschool students in the intervention and control groups on expressive vocabulary, story recall, or print skills (Reese et al., 2010).”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “The presence of these signs increased the quantity of talk between caregivers and children in supermarkets located in low-SES neighborhoods, supporting the language experiences for these families (Ridge et al. 2015).”