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INTERACTIVE READING EXPERIENCES OF AFRICAN AMERICAN FATHERS AND SOCIAL FATHERS AND THEIR 4-AND 5-YEAR-OLD CHILDREN
Jackson, Clarissa Reneé
Jackson, Clarissa Reneé
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Abstract
The purpose of this mixed-methods study was to investigate the patterns of book choice and interaction during book reading sessions of six African American fathers and social fathers and their 4- to 5-year-old children. The fathers/social fathers selected and read aloud expository text, narrative text, and poetry to their children while videotaping the sessions. Data on book choice and interactions was collected from the 18 videotaped observations and pre-and post-study semi-structured interviews. Transcriptions of a subset of videotaped observations were coded for genre and interactions. Frequency counts of genre selection and interaction codes were converted into percentages and examined first by individual father then across the six fathers. Qualitative data obtained from the interviews was an additional source of data. Findings indicated that while each father-child dyad was unique in selection and interaction pattern, when data was collapsed across fathers/social fathers, they read narrative text more often than expository text or poetry. Interview data revealed that choices were often dependent on child interests and/or the father's goals for the child. In terms of interactions, when examining the data across all fathers and genres, the three categories with the largest percentages of interactions were Label or Comment About Text or Illustration; Question About Illustration; and Acknowledge Child. Closer examination of interactions indicated potential affects by genre and the individual goals of a father.
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Date
2012-08-31
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University of Kansas
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This item contains archived web content.
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Keywords
Reading instruction, Early childhood education, Multicultural education, African American fathers, Reading