Story Choice Matters for Caregiver Extra-Textual Talk during Shared Reading with Preschoolers

Autor/inn/en	Muhinyi, Amber; Hesketh, Anne; Stewart, Andrew J.; Rowland, Caroline F.
Titel	Story Choice Matters for Caregiver Extra-Textual Talk during Shared Reading with Preschoolers
Quelle	In: Journal of Child Language, 47 (2020) 3, S.633-654 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
Schlagwörter	Reading Aloud to Others; Mothers; Preschool Children; Difficulty Level; Questioning Techniques; Interpersonal Communication; Emergent Literacy; Prereading Experience; Picture Books; Language Acquisition + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schwierigkeitsgrad; Befragungstechnik; Fragetechnik; Interpersonale Kommunikation; Frühleseunterricht; Picture book; Bilderbuch; Sprachaneignung; Spracherwerb
Abstract	This study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother-child dyads (3;00-4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers' developing language abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01