Seeing and Knowing: Attention to Illustrations during Storybook Reading and Narrative Comprehension in 2-Year-Olds

Autor/inn/en	Kaefer, Tanya; Pinkham, Ashley M.; Neuman, Susan B.
Titel	Seeing and Knowing: Attention to Illustrations during Storybook Reading and Narrative Comprehension in 2-Year-Olds
Quelle	In: Infant and Child Development, 26 (2017) 5, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2018
Schlagwörter	Childrens Literature; Story Reading; Eye Movements; Young Children; Visual Perception; Attention; Comprehension; Reading Aloud to Others + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Augenbewegung; Frühe Kindheit; Visuelle Wahrnehmung; Aufmerksamkeit; Verstehen; Verständnis
Abstract	Research (Evans & Saint-Aubin, 2005) suggests systematic patterns in how young children visually attend to storybooks. However, these studies have not addressed whether visual attention is predictive of children's storybook comprehension. In the current study, we used eye-tracking methodology to examine two-year-olds' visual attention while being read an unfamiliar storybook. Immediately following reading, they completed a comprehension assessment. Children who visually attended to illustrations depicting key narrative events during the initial reading demonstrated stronger comprehension than children who focused on other areas. Importantly, visual attention to pertinent illustrations was also positively related to parental reports of vocabulary knowledge. Collectively, this supports a reciprocal model of early knowledge development: vocabulary knowledge facilitates visual attention, and visual attention to storybook illustrations facilitates subsequent learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01