Talking about Writing: What We Can Learn from Conversations between Parents and Their Young Children

Autor/inn/en	Robins, Sarah; Treiman, Rebecca
Titel	Talking about Writing: What We Can Learn from Conversations between Parents and Their Young Children
Quelle	In: Applied Psycholinguistics, 30 (2009) 3, S.463-484 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716409090237
Schlagwörter	Semantics; Written Language; Freehand Drawing; Linguistic Input; Applied Linguistics; Psycholinguistics; Language Processing; Language Acquisition; Child Language; Young Children; Child Development; Cognitive Development; Beginning Writing; Emergent Literacy; Parent Child Relationship; Parent Role + Suchen Sie Ihr Suchwort? Semantik; Geschriebene Sprache; Drawing; Zeichnen; Sprachbildung; Linguistics; Linguistik; Angewandte Linguistik; Psycholinguistik; Sprachverarbeitung; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Frühe Kindheit; Kindesentwicklung; Kognitive Entwicklung; Erstschreibunterricht; Frühleseunterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parental role; Elternrolle
Abstract	In six analyses using the Child Language Data Exchange System known as CHILDES, we explored whether and how parents and their 1.5- to 5-year-old children talk about writing. Parent speech might include information about the similarity between print and speech and about the difference between writing and drawing. Parents could convey similarity between print and speech by using the words "say", "name", and "word" to refer to both spoken and written language. Parents could differentiate writing and drawing by making syntactic and semantic distinctions in their discussion of the two symbol systems. Our results indicate that parent speech includes these types of information. However, young children themselves sometimes confuse writing and drawing in their speech. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10