Year: 2024
Type: article
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.
Source: Estudios sobre Educación
DOI: 10.15581/004.49.004
Institution: Universidad de Los Andes, Chile
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4403835681