DOCUMENT RESUME

ED 334 541
CS 010 626
AUTHOR
Sulzby, Elizabeth; Teale, William H.
TITLE
Young Children's Storybook Reading: Longitudinal
Study of Parent-Child Interaction and Children's
Independent Functioning. Final Report.
SPONS AGENCY
Spencer Foundation, Chicago, III.
PUB DATE
Nov 87
NOTE
119p.
PUB TYPE
Reports - Research/Technical (143)
EDRS PRICE
MF01/PC05 Plus Postage.
DESCRIPTORS
*Beginning Reading; *Bilingualism; Cross Cultural
Studies; Cultural Context; Longitudinal Studies;
*Parent Student Relationship; Primary Education;
*Reading Aloud to Others; Reading Research
IDENTIFIERS
*Emergent Literacy; Illinois (Chicago); Texas (San
Antonio)
ABSTRACT
A 3-year longitudinal study combined research in
emergent storybook reading with research in parent-
child interaction
across income and cultural groups. In San Antonio,
Texas, 8 families
(4 each of low and middle income, with 2 families
in each group being
of Mexican-American heritage and 2 of Anglo
heritage) tape
recorded 1
storybook reading session with their children.
Findings of the
descriptive studies of parent-child interactions
include:
(1)
storybook reading is an integral part of family
life;
(2) storybook
reading interaction becomes internalized; and (3)
children
spontaneously engage in storybook reenactments. In
the Chicago,
Illinois, area, a number of studies were conducted
in which
storybook
readings were elicited from large numbers of
preschool and
kindergarten children, focusing upon low income
children
recently
immigrated from rural Mexico and placed in
bilingual classrooms
in a
large suburban school district. After their
teachers read
storybooks
repeatedly to them in both languages, the children
were asked to read
books in both English and Spanish. Readings
were audiotaped and
transcribed in both languages. One cohort was
followed
from preschool
until November of kindergarten, and another
was followed throughout
kindergarten. Results indicated that children in
both cohorts
displayed an increase in emergent reading ability
across time.
Results also indicated that children produced
reading
attempts that
fit the Sulzby Classification Scheme in both
languages.
Findings
suggest that children discover the
interrelationships between
oral
and written language within their culture during
the
period from
birth to the time when they are conventionally
literate. (Four tables
of data and excerpts from a transcribed interview
are included; 155
references and family demographic data are
attached.) (RS)
***************************************************
********************
-
*
Reproductions supplied by EDRS are the best that
can be made
*
*
from the original document.
*
***************************************************
********************
YOUNG CHILDREN'S STORYBOOK READING:
LONGITUDINAL STUDY OF PARENT-CHILD INTERACTION
AND CHILDREN'S INDEPENDENT FUNCTIONING
Final Report to
The Spencer Foundation
November 1987
Ann Arbor:
The University of Michigan
Elizabeth Sulzby
University
of Michigan
William H. Tea le
University of Texas at San Antonio
BEST COPY AVAILABLE
U.S. DEPARTMENT Of EDUCATION
°Ike, 01 EducatiOnal Rea larch and
Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER IERICI
ti This document ha$
been reproduced as
received Irom the person or organastion
originating it
0 Minor changes have been made to
improve
rePrOduction quality
PointsotviCworopinioflhilitedinlhSOOCU
merit do not necessarily represent official
0[141 position or policy
YOUNG CHILDREN'S STORYBOOK READING:
LONGITUDINAL STUDY OF PARENT-CHILD INTERACTION
AND CHILDREN'S INDEPENDENT FUNCI'IONING
Final Report to
Thc Spencer Foundation
November 1987
Ann Arbor:
The University of Michigan
Principal
Investigator:
Dr. Elizabeth Sulzby
School of Education
The University of Michigan
610 East University
Ann Arbor, MI
48109
313-747-0609 (w)
313-761-5647
(h)
Co-Principal
Investigator:
Dr. William H. Tea le
College of Social and
Behavioral
Sciences
University of Texas at
San Antonio
San Antonio, TX 78285
512-691-4412 (w)
512-492-1491
(h)
OONTENTS
Abstract
iv
.

Introduction
1

Analysis of Previous Data

11
The Chicago Project:
New Data
23
The San Antonio Project
50
Conclusion
81
References
95
Appendix
112
DOCUMENT RESUME
ED 334 541
CS 010 626
AUTHOR
Sulzby, Elizabeth; Teale, William H.
TITLE
Young Children's Storybook Reading: Longitudinal
Study of Parent-Child Interaction and Children's
Independent Functioning. Final Report.
SPONS AGENCY
Spencer Foundation, Chicago, III.
PUB DATE
Nov 87
NOTE
119p.
PUB TYPE
Reports - Research/Technical (143)
EDRS PRICE
MF01/PC05 Plus Postage.
DESCRIPTORS
*Beginning Reading; *Bilingualism; Cross Cultural
Studies; Cultural Context; Longitudinal Studies;
*Parent Student Relationship; Primary Education;
*Reading Aloud to Others; Reading Research
IDENTIFIERS
*Emergent Literacy; Illinois (Chicago); Texas (San
Antonio)
ABSTRACT
A 3-year longitudinal study combined research in
emergent storybook reading with research in parent-
child interaction
across income and cultural groups. In San Antonio,
Texas, 8 families
(4 each of low and middle income, with 2 families
in each group being
of Mexican-American heritage and 2 of Anglo
heritage) tape
recorded 1
storybook reading session with their children.
Findings of the
descriptive studies of parent-child interactions
include:
(1)
storybook reading is an integral part of family
life;
(2) storybook
reading interaction becomes internalized; and (3)
children
spontaneously engage in storybook reenactments. In
the Chicago,
Illinois, area, a number of studies were conducted
in which
storybook
readings were elicited from large numbers of
preschool and
kindergarten children, focusing upon low income
children
recently
immigrated from rural Mexico and placed in
bilingual classrooms
in a
large suburban school district. After their
teachers read
storybooks
repeatedly to them in both languages, the children
were asked to read
books in both English and Spanish. Readings
were audiotaped and
transcribed in both languages. One cohort was
followed
from preschool
until November of kindergarten, and another
was followed throughout
kindergarten. Results indicated that children in
both cohorts
displayed an increase in emergent reading ability
across time.
Results also indicated that children produced
reading
attempts that
fit the Sulzby Classification Scheme in both
languages.
Findings
suggest that children discover the
interrelationships between
oral
and written language within their culture during
the
period from
birth to the time when they are conventionally
literate. (Four tables
of data and excerpts from a transcribed interview
are included; 155
references and family demographic data are
attached.) (RS)
***************************************************
********************
-
*
Reproductions supplied by EDRS are the best that
can be made
*
*
from the original document.
*
***************************************************
********************
YOUNG CHILDREN'S STORYBOOK READING:
LONGITUDINAL STUDY OF PARENT-CHILD INTERACTION
AND CHILDREN'S INDEPENDENT FUNCTIONING
Final Report to
The Spencer Foundation
November 1987
Ann Arbor:
The University of Michigan
Elizabeth Sulzby
University
of Michigan
William H. Tea le
University of Texas at San Antonio
BEST COPY AVAILABLE
U.S. DEPARTMENT Of EDUCATION
°Ike, 01 EducatiOnal Rea larch and
Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER IERICI
ti This document ha$
been reproduced as
received Irom the person or organastion
originating it
0 Minor changes have been made to
improve
rePrOduction quality
PointsotviCworopinioflhilitedinlhSOOCU
merit do not necessarily represent official
0[141 position or policy
YOUNG CHILDREN'S STORYBOOK READING:
LONGITUDINAL STUDY OF PARENT-CHILD INTERACTION
AND CHILDREN'S INDEPENDENT FUNCI'IONING
Final Report to
Thc Spencer Foundation
November 1987
Ann Arbor:
The University of Michigan
Principal
Investigator:
Dr. Elizabeth Sulzby
School of Education
The University of Michigan
610 East University
Ann Arbor, MI
48109
313-747-0609 (w)
313-761-5647
(h)
Co-Principal
Investigator:
Dr. William H. Tea le
College of Social and
Behavioral
Sciences
University of Texas at
San Antonio
San Antonio, TX 78285
512-691-4412 (w)
512-492-1491
(h)
OONTENTS
Abstract
iv
.

Introduction
1

Analysis of Previous Data

11
The Chicago Project:
New Data
23
The San Antonio Project
50
Conclusion
81
References
95
Appendix
112