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Articles

Psychometric Properties of the Book Readings for An Affective Classroom Education (BRACE) Coding System

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Pages 322-346 | Received 02 Jul 2019, Accepted 01 Apr 2020, Published online: 25 May 2020
 

Abstract

In the present study, the relation between children’s emotion knowledge and preschool teachers’ book reading behaviors during shared book reading in the classroom was examined. A new coding system, the Book Readings for an Affective Classroom Education (BRACE), was developed to capture teachers’ macro-level book reading behaviors (i.e., dialogic reading) and micro-level use of emotion language (i.e., emotion coaching) during shared book reading. Results showed good reliability and validity of the BRACE. Further, teachers’ dialogic reading and emotion coaching behaviors during shared book reading positively predicted child emotion knowledge in Spring (T2), after controlling for children’s initial level of emotion knowledge in Fall (T1). In addition, a significant interaction between teachers’ book reading style and child emotion knowledge at T1 on emotion knowledge at T2 indicated that teachers’ effective book reading style was especially beneficial to children who had lower emotion knowledge at the beginning of the school year.

Additional information

Funding

The present study was funded by IES grant #IES R305A110730 and NICHD R305A110730. We are grateful to the many children, families, and teachers who participated in this study, and the directors of the facilities who so cooperatively worked with us. We also thank Craig Bailey, David Ferrier, Nicole Fettig, Grace Howarth, Samantha Karalus, Kristin Liverette, Elizabeth Shewark, Jessica Steed, Naomi Watanabe, and Kate Zinsser for their major contributions to this work, as well as the numerous graduate and undergraduate research assistants who also administered the measures.

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