The Seuss Boost: Rhyme Helps Children Retain Words from Shared Storybook Reading

Autor/inn/en	Read, Kirsten; Macauley, Megan; Furay, Erin
Titel	The Seuss Boost: Rhyme Helps Children Retain Words from Shared Storybook Reading
Quelle	In: First Language, 34 (2014) 4, S.354-371 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723714544410
Schlagwörter	Rhyme; Retention (Psychology); Word Recognition; Reading Instruction; Reading Strategies; Experiments; Preschool Children; Parents; Comparative Analysis; Prediction; Parent Child Relationship; Measures (Individuals); Correlation; Statistical Distributions; Error Patterns; California + Suchen Sie Ihr Suchwort? Reim; Merkfähigkeit; Worterkennung; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Erprobung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Vorhersage; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Messdaten; Korrelation; Wahrscheinlichkeitsverteilung; Fehlertyp; Kalifornien
Abstract	This study examines the potential benefits of rhyme on young children's word retention during shared reading. In two experiments, 2- to 4-year-old children heard their parent read either a rhymed or non-rhymed version of the same animal story, and were then tested on how many animal names they subsequently recognized from the story in Experiment 1 and could correctly identify in Experiment 2. In both experiments, children performed better in the rhyme condition across the age range despite differing levels of word familiarity. While there were no other differences between conditions in parents' reading styles or the emphasis placed on the animal names, parents' dramatic pausing just before reading animal names may have promoted children's ability to anticipate animals before they were initially named. These findings supported the hypothesis that rhyme combined with parental behavior can facilitate active prediction on the part of children, which in turn may contribute to their word retention and learning from the storybooks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01