Calidad de las interacciones en la lectura de cuentos en el hogar

Francisca Valenzuela Hasenohr; Malva Villalón Bravo; Pelusa Orellana García

doi:10.15581/004.49.004

Calidad de las interacciones en la lectura de cuentos en el hogar

Translated title of the contribution: Quality of Read Aloud Interactions at Home

Francisca Valenzuela Hasenohr, Malva Villalón Bravo, Pelusa Orellana García

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

The purpose of this study was to explore the quality of verbal interactions of 8 mother-child dyads from low-income homes. These interactions took place in the context of a shared reading training for parents and caregivers. From a micro-analytical approach, we examined 163 IRS sequences (onset-response-follow-up) that took place in 24 video-recorded sessions at the beginning, middle, and end of the shared reading training. Results show that closed, onset questions are predominant across the interactions. These questions lead to literal comprehension and follow-up interactions that are characterized by low cognitive demands. No changes were observed over time.

Translated title of the contribution	Quality of Read Aloud Interactions at Home
Original language	Spanish
Pages (from-to)	79-99
Number of pages	21
Journal	Estudios Sobre Educacion
Volume	49
DOIs	https://doi.org/10.15581/004.49.004
State	Published - 2025

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© 2025 Servicio de Publicaciones de la Universidad de Navarra. All rights reserved.

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title = "Calidad de las interacciones en la lectura de cuentos en el hogar",

abstract = "The purpose of this study was to explore the quality of verbal interactions of 8 mother-child dyads from low-income homes. These interactions took place in the context of a shared reading training for parents and caregivers. From a micro-analytical approach, we examined 163 IRS sequences (onset-response-follow-up) that took place in 24 video-recorded sessions at the beginning, middle, and end of the shared reading training. Results show that closed, onset questions are predominant across the interactions. These questions lead to literal comprehension and follow-up interactions that are characterized by low cognitive demands. No changes were observed over time.",

keywords = "Family program, Language, Reading-aloud, Sequences IRFUP",

author = "Hasenohr, \{Francisca Valenzuela\} and Bravo, \{Malva Villal{\'o}n\} and Garc{\'i}a, \{Pelusa Orellana\}",

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AU - Hasenohr, Francisca Valenzuela

AU - Bravo, Malva Villalón

AU - García, Pelusa Orellana

PY - 2025

Y1 - 2025

N2 - The purpose of this study was to explore the quality of verbal interactions of 8 mother-child dyads from low-income homes. These interactions took place in the context of a shared reading training for parents and caregivers. From a micro-analytical approach, we examined 163 IRS sequences (onset-response-follow-up) that took place in 24 video-recorded sessions at the beginning, middle, and end of the shared reading training. Results show that closed, onset questions are predominant across the interactions. These questions lead to literal comprehension and follow-up interactions that are characterized by low cognitive demands. No changes were observed over time.

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KW - Language

KW - Reading-aloud

KW - Sequences IRFUP

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JO - Estudios Sobre Educacion

JF - Estudios Sobre Educacion

ER -

Calidad de las interacciones en la lectura de cuentos en el hogar

Abstract

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