Parent-Child Interactions in Book Reading and Narrative Skill for Prekindergarteners: Exploring “During” vs. “After” Book Reading Interactions
Bibliographic record
Abstract
We investigated how parent-child interactions during and after book reading are related to narrative skills among prekindergarten-aged children. We addressed this question by using a nationally representative sample in the U.S., the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B; unweighted N ~ 550; weighted N = 2,766,947), and by employing a latent variable approach. The results showed that parents employed a variety of interactional behaviors such as asking open-ended and closed-ended questions and directing the child to pictures during reading. In comparison, only a limited number of parents engaged in interactions after book reading. The results of structural equation modeling showed that interaction after, but not during, reading was uniquely related to the child`s retell skill after the child`s communicative oral language skill and family socio-economic status were controlled. These results suggest that interactions after book reading such as summarizing the book might be beneficial for the child`s story retell.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".