Influence of Verbal and Nonverbal References to Print on Preschoolers' Visual Attention to Print during Storybook Reading

Autor/inn/en	Justice, Laura M.; Pullen, Paige C.; Pence, Khara
Titel	Influence of Verbal and Nonverbal References to Print on Preschoolers' Visual Attention to Print during Storybook Reading
Quelle	In: Developmental Psychology, 44 (2008) 3, S.855-866 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/0012-1649.44.3.855
Schlagwörter	Attention; Preschool Children; Reading; Printed Materials; Story Reading; Reading Aloud to Others; Eye Movements; Emergent Literacy; Parent Influence; Picture Books; Comparative Analysis; Interaction; Questionnaires + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseprozess; Lesen; Augenbewegung; Frühleseunterricht; Picture book; Bilderbuch; Interaktion; Fragebogen
Abstract	How much do preschool children look at print within storybooks when adults read to them? This study sought to answer this question as well as to examine the effects of adult verbal and nonverbal references to print on children's visual attention to print during storybook reading. Forty-four preschool-aged children participated in this study designed to determine the amount of visual attention children paid to print in 4 planned variations of storybook reading. Children's visual attention to print was examined when adults commented and questioned about print (verbal print condition) or pointed to and tracked the print (nonverbal print condition), relative to 2 comparison conditions (verbatim reading and verbal picture conditions). Results showed that children rarely look at print, with about 5%-6% of their fixations allocated to print in verbatim and verbal picture reading conditions. However, preschoolers' visual attention to print increases significantly when adults verbally and nonverbally reference print; both reading styles exerted similar effects. The authors conclude that explicit referencing of print is 1 way to increase young children's contacts with print during shared storybook reading. (Contains 6 tables.) (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10