FACULTY OF EDUCATIONAL STUDIES

LHE5253 – ADVANCED TEACHING OF LITERACY SKILLS IN

ESL
AP DR. ABU BAKAR M. RAZALI

Name : Azriza Hidayah Binti Azhar

Matric No. : GS68767
Topic : Assignment 1- 5 seminal pieces
 Summary of Five Seminal Pieces of Research on

Shared Book Reading in Literacy Education

Beaupoil-Hourdel, P. (2020). Telling stories multimodally: what observations of

parent child shared book-reading activities can bring to L2 kindergarten
teachers’ training. In B. Dupuy and M. Grosbois (Eds), Language
learning and professionalization in higher education: pathways to preparing
learners and teachers in/for the 21st century (pp. 167-198). Research-
publishing.net

In a part of the Language Learning and Professionalization in Higher

Education: Pathways to Preparing Learners and Teachers in/for The 21st Century,
Telling stories multimodally: what observations of parent child shared book-reading
activities can bring to L2 kindergarten teachers’ training by Pauline Beaupoil-
Hourdel. A research was conducted to find out how practising child shared book
reading (SBR) activity at home could guide preservice teachers in being prepared for
lexical and contextual challenges. Along using books as an abundance of helpful
resources, it would also help cultivate learner’s language acquisition. To aid
children’s first and second language development, teachers need to consider the
reading habits of each children as different homes has different reading culture. Thus,
the author made a thoroughly, step by step analyses to achieve the aim of hypothesize
parents' impromptu actions behavior with the objective of offering knowledgeable
instructions to educators regarding story-reading activities in a second language for
students who are not yet able to read.

In this chapter, it is organized based on the steps as follows, first, SBR

activities were reviewed and how books were utilized either in class or at home during
adult-child interactions. Then, an ouline of analytical framework was done to
comprehend language usage and development and how it influences children's
language and social skills. Considering the involvement framework and content of
SBR activities, qualitative multimodal analyses of the data was done based on the
previous projects by the author. Analyses of parent-child SBR activities conducted at
home using corpus will help to illustrate how the parents engaged in SBR activities
with their kids in a natural and spontaneous way. Lastly,some recommendations were
derived as a guideline for preservice teachers who’s currently training in universities.
 Using four longitudinal corpora to analyse the interaction framework of SBR
at home, 2 monolingual french-speaking children and 2 English-speaking children
was involved as they will need to film at home. As a result, this study used four
complementary analytical tools—CLAN, EXCEL, PRAAT, and ELAN—that support
fine-grained multilayered studies form the foundation of this paradigm.

Gestures are frequently used since the participants occasionally imitate the
story's characters. SBR at home is a highly multimodal exercise that incorporates the
book's content, illustrations, participant verbal outputs, gestures, facial expressions,
and vocalizations. Along with that, books as a social object as it acquires
intersubjectivity and multimodality during book reading activities. Acquiring
intersubjectivity, children can learn to comprehend their own experiences of the world
by relate themselves to the plot and the characters so they could understand of their
own emotions. Several multimodality practices shown, the adult uses various
techniques to help the child understand the story, including changing the focus,
adding depth to the story, and consistently projecting the sensation onto the child's
body. It seems that the parents’ scaffolding, contextualization, and recontextualization
technique works. Repetitive routines (i.e., reading and acting) by using a toy helped
children picked up new vocabulary, syntactic structures, the use of the past tense and
affective stance, and narrative skills. This examination of at-home SBR shows that
sharing stories and reading books is a complex activity that requires both participants
to pay close attention to one another. Children in our corpus have all received
socialisation through parent-child book reading, both verbally and physically.

The study suggested several improvements in teacher training programme

which are gesture studies and the multimodal character of language.Teachers might
receive training in the use of iconic gestures to visually depict or convey meaning, as
well as deictic gestures to help students discover objects in their surroundings. They
could also receive assistance in creating their own educational gestural systems to
enhance learning. Higher education programme should incorporate teacher training in
the use of multimodality to support learning and aid students in developing language
and communication skills. Children are exposed to languages before they can
pronounce a word, accordingly, the way parents attitude may help future L2
kindergarten teachers by modelling listening skills and encouraging them to give their
students opportunities to hear an L2 before requiring them to produce words and short
phrases.From this angle, L2 kindergarten teachers could receive training on creating
learning activities that focus more on comprehension than on output.

To be conclude, this seminal piece has informed me with an extensive study of

evidence and solutions to help parents and teachers in training improve children’s L1
and L2 development. It has taught me that multimodality is a holistic approach that
take every aspects into account in improving student’s L1 and L2 development.

Levy, R.; Hall, M. & Preece, J. (2018). Examining the Links between Parents’
Relationships with Reading and Shared Reading with their Pre-School
Children. International Journal of Educational Psychology, 7(2), 123-150.

This research, Examining the Links between Parents’ Relationships with

Reading and Shared Reading with their Pre-School Children. International Journal
of Educational Psychology is based on a collection of some past research of the
benefits, impacts, frequency and how shared book reading was implemented. Shared
book reading has been proven to help children’s language development with the aid of
parents as they need to interact with each other which called as ‘dialogic’ reading as it
is also refers as intervention. Nonetheless, its not always successful as hoped by
researchers. To effectively encourage more families to incorporate shared reading into
their daily routines, it must begin with comprehending the elements that may
encourage or dissuade parents from diverse socioeconomic, racial, and cultural
backgrounds. Very limited research has been done expressly on the variables
influencing home shared reading practise. Based on a research by Heath 1982, it
emphasizes how crucial it is to recognise the social setting in which shared reading
takes place. Now, digital text has become a norm where role of digital technology
takes place too resulting that some families does not practice shared reading as they
thought it was conventional. Therefore, it is crucial to view from cultural
‘connecntedness’ as every different family has it own uniqueness.

The goal of the research reported in this paper was to identify the variables
that affected parents' shared reading habits at home. Qualitative method was
conducted with 29 parents of pre-school children. Through these interviews, an
understanding of the families' routines, customs, and relationships—as well as the
significance of reading in them—was gained. Careful examination of the interview
transcripts helped to identify connections between the parents' shared reading
practises with their kids and their own reading habits, even though the data indicated
many other factors that affected shared reading practise in the home. This paper
discusses why it is crucial to understand this link and provides options for
intervention based on study findings, since it has significant implications for how
reading treatments may be implemented.

Based on their findings, the data set provided a unique perspective on the
elements that encourage parents to read to their kids, even for those who had a good
relationship with reading however, the focus of this study was on comprehending the
data of the parents who had expressed negative feelings about reading.
Correspondingly, the fact that every participant in this sample who stated that they did
not have a strong connection with reading as children—and that this persisted in many
cases into adulthood—went on to form a positive shared reading relationship with
their own children. In such a way, recognizing reading relationship is significant
because it illustrates how reading relationships can evolve over the course of a
person's life and may be used to guide reading intervention with other parents who
struggle with reading.

As the outcome, investigating and comprehending the nature of shared reading

should be done properly with an ample of time as it has important implications for
family interventions particularly in cases when the parents have not had a strong
experience with reading themselves.There hasn't been much research done to try to
figure out what these shared reading relationships are like. However, this paper has
demonstrated that these behaviour are incredibly distinctive and exclusive to the
social and cultural setting of the family. In general of reading interventions, most
reading activities were lead by their kids frequently. Reading intervention is not
aligned with the special nature of shared-reading activities leading it as an issue
because family should be the center of the discussion.

This has two specific consequences for how interventions might be made.
Continuous encouragement suitable with their household way of life is needed
especially for poor reading relationship parents by focusing reading as an enjoyable
family quality time. Parents should know that shared reading can be an opportunity to
sing, discuss, and just enjoy time spent together. It's not necessary to strictly follow
the printed text's sequence or decode print. Instead, it can be a time to discuss the text
or topics surrounding it. Next, from their earliest school years, children may begin to
lose confidence in their reading abilities due to the prevalence of a trained discourse
in the subject at the same time some family might stop book sharing culture. Hence, it
is crucial for the parents to be comfortable in maintaining reading culture as an
enjoyable time to be spent with their children.

This research, is seminal as it emphasizes that it is important to get to have an

in depth of investigation of the nature of shared reading and this research is quite
unique as it focuses on the minor part of shared reading and some might foreseen this
topic as not a problem but unravel some issues. I have learned that despite having
encouraging and surprising results, their way of structuring the overall data and
dealing with issues of research by going back to theories and focusing on the main
goal of the research.

Chou, M. J. (2015). Parent-Child Aesthetic Shared Reading with Young Children.

Universal Journal of Educational Research 3(11)

This study, Parent-Child Aesthetic Shared Reading with Young Children is a

research based paper pooling a vast of past researchers studies related to shared
reading and as found, most research of shared reading resulting in a positive impact
however this study focuses on to what extent that shared reading could contribute in
cultivating children’s aesthetic abilities. Based on the existing problem of “Can a
child's aesthetic ability be influenced by shared learning between parents and
children? Are there any additional elements that affect the shared picture book reading
between parents and children?” This paper took an in depth findings of solutions with
data to solve this problem and with the findings and suggestions gained will be used
to enhance teaching strategies that support young children's improved learning
abilities.

The purpose of the study is to look into the best practices for shared reading
and gather suggestions for elements that help develop children's aesthetic skills and
to assess the development of parent-child shared reading within a year of shared
reading. The research design of this study is qualitative method as to ascertain the
attributes and features of their interactive sessions. Their way of selecting the
participants of the study is by choosing ten pairs mother-child groups that have the
same love in practicing shared book reading with their children. This would definitely
helped to prove that the result is not affected by any external problems as they already
practices reading habits at home even if they are busy with other things in life.

The outcome of this study are effective parent-child interactions are facilitated
by creating a reading atmosphere in the classroom whereas the children enjoy
exploring and making interactions with books around them enhancing their self-
assurance and sense of accomplishment. Next, role-playing boost reading motivation
as it increases their social interpersonal relationship and aesthetic abilities. Parents'
excellent accompaniment also playing an important role as they would be using a lot
of expressions, body languages, opend-ended questions, more extra-textual dialogues
and more. A variety of engaging materials, and developmentally appropriate
techniques are one of the main aid in developing children’s aesthetic reading ability.
In summary, the findings show that the child has learned creativity, awareness, and
responsiveness in aesthetic studies through efficient teaching approaches.

Ultimately, this study highlights the importance of quality over quantity when
it comes to parent-child shared reading arrangements. The amount of emphasis placed
on how each message is interpreted in the parent-child shared reading narrative
determines how successful aesthetic learning is, not how many books a child has read.
In order to accomplish this, a conducive learning atmosphere must be established,
enabling the kid to connect their education to real-world situations, and ensuring that
parent-child interaction sessions continue indefinitely. This will improve kids'
awareness, comprehension, and authentic reading skill—all of which are critical for
early learning and play.

Taking everything into account, this study is one of the prominent piece as it
broaden and focuses the research of shared reading into a particular problem that
could bring a change to the community and give another view point to researchers that
aesthetic reading ability is a fundamental skills in developing generations of good
readers. This work provides opportunities for more scholars to investigate these
subjects more thoroughly and even more broadly.

Altamimi, M. O., & Ogdol, R. (2023). The effects of shared reading approach on
improving students’ comprehension. International Journal of Research in
Education and Science (IJRES), 9(2), 308-328.
 This article, The effects of shared reading approach on improving students’
comprehension, is a research with the purpose of the importance of the shared
reading strategy for raising reading comprehension in kindergarten students by
relating shared reading to the Schema Theory by Jean Piaget. This idea holds that
understanding is an interactive process involving the reader's prior knowledge and the
text. The capacity to connect textual material with prior knowledge is demonstrated
by the effective and efficient comprehension ability. Many academics concur that this
idea is among the best explanations for how humans interpret information.Since
classmates assist students in reading materials in class and look for connections to
prior knowledge, the theory and the shared reading model are related. Connections
between what students now know and what they would learn in this study were made
as a result. Accordingly, the problem found in this research that when it comes to
reading classes, teachers ignoring the benefits of the students’ engagement in the
reading process as the outcome, making most students in UAE are having similar
issues (i.e.,insufficient use of previous and primary knowledge). For instance, adverse
impact on kindergarten kids' comprehension of reading.

This research were conducted by using mixed method (qualitative and

quantitative method) which are reading comprehension rubric, observation, cloze-test,
rating scale and interview. Six participants was chosen based on their common traits
—they were Emiratis, aged four to six, and spoke Arabic as their first language—in
order to guarantee that they were as similar as feasible.

The results are, to address the study's first research question, which asked how
students' comprehension was impacted by the shared reading approach. In the first
week, most students were poorly understood the basic idea of the text and to
determine the text's primary idea, even come up with simple words to explain their
understanding. However, after the approach was implemented, the students had the
chance to take part, their degree of engagement increased. They started to put simple
phrases together to express what they had learned from what they had read showing
that shared reading can enhance students' reading comprehension. The purpose of the
second research question was to ascertain how the students interacted when using the
shared reading strategy.It demonstrates that the students were able to interact with one
another and move out of their introverted zones during the shared reading lessons.
Although the pupils first seemed nervous, their interaction with one another rose
significantly once the strategy was used. Finding the methods teachers use to
implement this strategy in the classroom was the study's ultimate goal.The researcher
highlights the various strategies aimed at enhancing students' knowledge and
understanding as well as the need of increasing reading awareness.

To be conclude, notwithstanding the fact that the students' levels of

understanding and assimilation differed, the researchers found that the technique had
a significant effect on the students' comprehension. It should be noted that none of the
students experienced negative effects despite the fact that they were all impacted in
some way. These conclusive results demonstrated an advantageous and useful
component of students' understanding. The way the lower level pupils interacted and
developed was quite remarkable. Their interactions with the method considerably
aided in the development of a variety of skills, including understanding. The results of
the study demonstrate that throughout the shared reading lessons, the interactions
between the students were productive and good. Particularly following the completion
of retelling exercises.

This research provided good recommendations to continuously help with the

growth of language learning in kindergarten schools. One of the recommendations
are, firstly, it is advised that when instructing students in reading skills, teachers be
ready to come up with effective understanding tactics and approaches in teaching of
reading. Next, to apply and cultivate shared reading in their lessons especially
retelling stories as it enhance students motivation and participation in reading and
social skills. Lastly, in an effort to aid pupils' understanding, promote L2 in their
shared reading sessions. \

All in all, this study is important as it provides me that shared reading is very
much related to Schema Theory as this theory is favored by most academician in
applying the theory in class. Hence, this seminal piece is opening up new doors to
other researchers to get an in depth of how schema theory relates to shared reading
and improving learning methods for future generations. As such, this study also
emphasized that well trained teachers that acknowledges the suitable implementation
and approach done in classroom is fundamental to build an excellent basic reading for
young learners.
Sule, T. C. G. (n.d.) (2021). Validity and Reliability Study of the Parent-Child
Shared Book Reading Inventory. Psycho-Educational Research Reviews,
10(2), 328-350

The Validity and Reliability Study of the Parent-Child Shared Book Reading
Inventory is an adaptation of the Parent-Child Shared Book Reading Survey
developed by Cutler (2020) to Turkish. Due to the absence of thorough assessment
instruments, this paper is to investigate the validity and reliability of the instruments
used by Cutler in his study. It is crucial to assess a child's development in order to
identify developmental issues early on and provide early intervention.Given the
impact that parents' rich stimuli and the behaviour they model on their children's
literacy and language development, it is important to assess the degree to which these
modelling and stimuli enhance these abilities and to promptly address any
deficiencies.Because of this, it is essential to assess the current state of the parent-
child shared book reading activity using trustworthy and valid instruments, as it
supports the child's multifaceted development.Nonetheless, there aren't many research
in Turkey that describe and evaluate parent-child shared book reading practises. A
possible explanation for this constraint could be the absence of a thorough assessment
instrument for assessing activities including shared book reading between parents and
children.

The method and tools used in this study undergoes a lot of intensive process as
by evaluating the presumptions of the factor analysis for the following five
questionnaires included in the inventory: Reading Skills Beliefs Scale for Shared
Book Reading, Parents’ Reading and Writing Habits Scale, Parents’ Modeling for
Reading-Writing Habits Scale, Shared Book Reading Activity Scale and Child’s
Reading Habits Scale. Then, each scale's data set was examined for potential factor
analysis hypotheses. Explanatory Factor analysis (EFA) was then conducted on the
questionnaires to make all five scales' factor structures visible. The findings contains
4 sections with a lot data analysis and calculations for each instrument to get the
precision result of validity and reliability based on the theories of previous
researchers. In order to quantify the characteristics of the Shared Book Reading
Activity Scale inside the Parent-Child Shared Book Reading Inventory, a form
comprising five scales with 39 items and five independent items was devised.After
these scales' validity and reliability were examined, it became clear that this
assessment instrument is a valid and trustworthy inventory for identifying the
elements of shared book reading activities between parents and children.

The Parent-Child Shared Book Reading Inventory is thought to be a valuable

instrument that may be used to evaluate how parents and children exchange books and
close the knowledge gap in preschool education. Comprehensively, determining
shared reading activity and looking at how parents play an important role in choosing
the right, suitable book equipping good support system in children’s literacy skills.
Book reading culture at home plays a crucial part too to ensure children could relate
and comprehend their feelings and make sense of the world. Essentially, they
highlighted the need for evaluation of the shared reading process and stressed the
significance of assessment in this field.

In my opinion, this is a seminal piece in the study of book sharing as it is

expected that this study could be anticipated that the measurement tool created for this
will add to the body of pertinent literature.
 References
Beaupoil-Hourdel, P. (2020). Telling stories multimodally: what observations of
parent child shared book-reading activities can bring to L2 kindergarten
teachers’ training. In B. Dupuy and M. Grosbois (Eds), Language learning
and professionalization in higher education: pathways to preparing learners
and teachers in/for the 21st century (pp. 167-198). Research-publishing.net.

Levy, R.; Hall, M. & Preece, J. (2018). Examining the Links between Parents’
Relationships with Reading and Shared Reading with their Pre-School
Children. International Journal of Educational Psychology, 7(2), 123-150.

Chou, M. J. (2015). Parent-Child Aesthetic Shared Reading with Young Children.

Universal Journal of Educational Research 3(11)

Altamimi, M. O., & Ogdol, R. (2023). The effects of shared reading approach on
improving students’ comprehension. International Journal of Research in
Education and Science (IJRES), 9(2), 308-328.

Sule, T. C. G. (n.d.) (2021). Validity and Reliability Study of the Parent-Child

Shared Book Reading Inventory. Psycho-Educational Research Reviews,
10(2), 328-350