Patterns of parents' extratextual interactions during book sharing with preschool children: A cluster analysis study

Authors

  • LISA A. HAMMETT,

    1. The University of Georgia, Athens, Georgia, USA
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    • LISA A. HAMMETT is a doctoral student in the Department Science and Disorders at The University of Georgia. Her research focuses on parent-child book sharing interactions and the literacy and abstract language difficulties experienced by young children with language disorders. She can be contacted at the University of Georgia, 516 Aderhold Hall, Athens, GA 30602, USA, or by e-mail at lhammett@coe.uga.edu

  • ANNE VAN KLEECK,

    1. The University of Georgia, Athens, Georgia, USA
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    • ANNE VAN KLEECK is a professor and Department Head in the Department of Communication Sciences and Disorders at the University of Georgia. She also teaches and conducts research on various aspects of children's language development and disorders, emerging literacy, and parent book sharing strategies. She can be contacted at The University of Georgia, Department of Communication Sciences and Disorders, 516 Aderhold Hall, Athens, GA 30602, USA, or by e-mail at avk@coe.uga.edu

  • CARL J HUBERTY

    1. The University of Georgia, Athens, Georgia, USA
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    • CARL J HUBERTY is a Professor Emeritus in the Department of Educational Psychology, Measurement, and Statistics at The University of Georgia, Educational Psychology, 325J Aderhold Hall, Athens, GA 30602-7143, USA, or by e-mail at chuberty@coe.uga.edu


ABSTRACTS

Ninety-six middle-income parent-child dyads were videotaped as they shared an unfamiliar book together. Parents' extratextual utterances were coded for content and entered into a cluster analysis in order to identify patterns in the variability in interaction style. Four clusters were revealed: (a) two small clusters of parents who provided many extratextual utterances during book sharing, but who differed with regard to the types of utterances used most frequently; (b) a cluster of parents who provided moderate numbers of utterances across all utterance types; and (c) a large cluster of parents who contributed minimal extratextual utterances during book sharing. Previous research has demonstrated that variability in parent interactions during book sharing is high. These results suggest that parents' utterances varied in systematic ways and that the predominant pattern within this sample was one of limited numbers of extratextual utterances during the sharing of an unfamiliar book. These findings have implications for the methods to best explore variability and the directions of future research.

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