Use of Decontextualized Talk across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development

Autor/inn/en	Curenton, Stephanie M.; Craig, Michelle Jones; Flanigan, Nadia
Titel	Use of Decontextualized Talk across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development
Quelle	In: Early Education and Development, 19 (2008) 1, S.161-187 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Mothers; Literacy; Oral Language; Intervention; Emergent Literacy; Language Skills; Scaffolding (Teaching Technique); Preschool Children; Story Telling; African Americans; Socioeconomic Status; Measures (Individuals); Verbs; Parent Child Relationship; Family Environment + Suchen Sie Ihr Suchwort? Mother; Mutter; Alphabetisierung; Schreib- und Lesefähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Afroamerikaner; Socio-economic status; Sozioökonomischer Status; Messdaten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Familienmilieu
Abstract	This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed--literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions. (Contains 6 tables, 2 figures, and 2 footnotes.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10