Literaturnachweis - Detailanzeige
Autor/inn/en | Muhinyi, Amber; Rowland, Caroline F. |
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Titel | Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers' Vocabulary Development |
Quelle | In: Journal of Child Language, 50 (2023) 1, S.198-213 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0009 |
DOI | 10.1017/S0305000921000696 |
Schlagwörter | Prediction; Preschool Children; Vocabulary Development; Reading Aloud to Others; Correlation; Language Styles; Socioeconomic Status; Age Differences; Caregiver Child Relationship; Parent Child Relationship Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Korrelation; Sprachstil; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung |
Abstract | Caregiver abstract talk during shared reading predicts preschool-age children's vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children's vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children's concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |