As Stories Become Familiar: Mother-Child Conversations during Shared Reading

Autor/inn/en	McArthur, Duncan; Adamson, Lauren B.; Deckner, Deborah F.
Titel	As Stories Become Familiar: Mother-Child Conversations during Shared Reading
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 51 (2005) 4, S.389-411 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Oral Language; Preschool Children; Mothers; Parent Child Relationship; Language Acquisition; Story Reading; Familiarity; Comprehension + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachaneignung; Spracherwerb; Verstehen; Verständnis
Abstract	The interactions of 24-, 30-, and 36-month-old children and their mothers reading two initially unfamiliar books were observed three times over a 2-week period. Coding characterized both the content and the role of their utterances as they discussed the stories. Utterance content depended on child age but changed little with increasing story familiarity. Focus on narrative intangibles such as characters' feelings and explanations of actions increased from 24 to 30 months, and the number of children who asked questions about these intangibles also increased with age. In contrast, utterance role depended primarily on story familiarity and varied only slightly with child age. The implications of these findings for the child's emerging narrative competence are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10