Journal of Speech, Language, and Hearing Research Vol.55 1039-1052 August 2012. doi:10.1044/1092-4388(2011/10-0298)
© American Speech-Language-Hearing Association
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Article

Shared-Reading Dynamics: Mothers' Question Use and the Verbal Participation of Children With Specific Language Impairment

Anita S. McGintya
Laura M. Justiceb
Tricia A. Zuckerc
Carolyn Gossea
Lori E. Skibbed
a University of Virginia, Charlottesville
b The Ohio State University, Columbus
c The University of Texas Health Science Center at Houston
d Michigan State University, East Lansing

Correspondence to Anita McGinty: as2g{at}virginia.edu

Purpose: In this study, the authors used sequential analysis to explore bidirectional and dynamic dependencies between mothers' question use and children's verbal participation during shared reading.

Method: The sample was composed of mothers and their preschool-age children with specific language impairment (SLI; n = 14). Each mother and child extratextual utterance was transcribed and coded. Mother utterances were coded as "questions" or "other"; in turn, questions were coded for cognitive challenge and topic directiveness. Child utterances were coded as "verbal participation" (related to the book) or "other"; utterances designated as verbal participation were also coded for level of production (minimal, low, high) on the basis of their mean length of utterance.

Results: Descriptive data show variability in mothers' question use and some variability in the level of children's verbal participation during shared reading. However, mothers' question use did not facilitate higher levels of verbal participation by children. Furthermore, the level of children's verbal participation did not influence the cognitive challenge and topic directiveness of mothers' question use.

Conclusions: The findings were contrary to hypotheses and collectively suggest potentially unique and challenging verbal dynamics between mothers and their young children with SLI during shared-reading experiences. Future directions for research are discussed.

KEY WORDS: shared book reading, specific language impairment (SLI), sequential analysis, mother–child interactions, questions, transactional


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