A Comparison of Preschool Children's Discussions with Parents during Picture Book and Chapter Book Reading

Autor/inn/en	Leech, Kathryn A.; Rowe, Meredith L.
Titel	A Comparison of Preschool Children's Discussions with Parents during Picture Book and Chapter Book Reading
Quelle	In: First Language, 34 (2014) 3, S.205-226 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723714534220
Schlagwörter	Preschool Children; Picture Books; Reading Aloud to Others; Childrens Literature; Story Reading; Comparative Analysis; Parents; Language Acquisition; Literary Genres; Discourse Analysis; Narration; Parent Child Relationship; Language Skills; Reliability; Measures (Individuals); Speech Skills; Statistical Analysis + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Eltern; Sprachaneignung; Spracherwerb; Literarische Form; Diskursanalyse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Language skill; Sprachkompetenz; Reliabilität; Messdaten; Mündliche Leistung; Sprachfertigkeit; Statistische Analyse
Abstract	Discussions that occur during book reading between parents and preschool children relate to children's language development, especially discussions during picture books that include extended discourse, a form of abstract language. While a recent report shows increased chapter book reading among families with preschool children, it is unknown whether chapter books also facilitate these types of conversations. Further, the substantial variation in preschoolers' language ability raises the question of whether chapter book reading may be beneficial for all children of this age. The current study examined the discussions between five-year-old children (N = 33) and their parents while reading both a picture book and the first chapter of a chapter book. Findings are discussed in terms of the variation observed in the amount and types of discussion, how chapter book discussions compare to picture book discussions, and finally, how children's narrative skill can serve as an indicator of children's ability to participate in discussions, especially during chapter book reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01