A Comparison of Book Text and Child Directed Speech

Autor/inn/en	Cameron-Faulkner, Thea; Noble, Claire
Titel	A Comparison of Book Text and Child Directed Speech
Quelle	In: First Language, 33 (2013) 3, S.268-279 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723713487613
Schlagwörter	Linguistic Input; Picture Books; Directed Reading Activity; Preschool Curriculum; Preschool Children; Syntax; Textbook Evaluation; Grammar; Text Structure; Developmentally Appropriate Practices; Incidence; Multivariate Analysis + Suchen Sie Ihr Suchwort? Sprachbildung; Picture book; Bilderbuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Grammatik; Textstruktur; Entwicklungsbezogene Bildung; Vorkommen; Multivariate Analyse
Abstract	This article evaluates the extent to which pre-schoolers' picture books can be viewed as a form of enriched linguistic input. Twenty best-selling picture books were analysed in terms of syntactic constructions and compared with a sample of Child Directed Speech. The findings of the study demonstrate the prevalence of canonical utterances (i.e. those displaying Subject-Verb (Object) ordering) and Complex constructions within the book sample, both types of which occur with very low frequency in everyday Child Directed Speech. It is concluded that the linguistic content of young children's books has the potential to play an important role in children's grammatical development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01