PMID: 9430747Feb 12, 1998Paper

The relationship between middle-class parents' book-sharing discussion and their preschoolers' abstract language development

Journal of Speech, Language, and Hearing Research : JSLHR
A van KleeckC McGrath

Abstract

Thirty-five mothers and fathers were videotaped in their homes as they read a familiar and unfamiliar book to their preschoolers aged between 3;6 and 4;1. Parental discussions about the text were coded for four levels of abstraction and correlated with children's gains one year later on a formal test of the same four levels of language abstraction (the Preschool Language Assessment Instrument). Parental input at three of the four levels of abstraction was positively and significantly correlated with their children's gains at the highest level of abstraction. This was also the level at which children's scores were the lowest initially and showed the greatest gains. The results suggest that discussions during book reading with preschoolers may be a positive influence, since it was parents' amount of input at lower as well as higher levels of abstraction that correlated with the children's development of more abstract language. We speculate that more input at lower levels might enhance learning by creating a climate of success in allowing children to display mastered skills, whereas more input at higher levels might enhance learning by challenging children with abstract language skills they are just beginning to acquire. In contra...Continue Reading

Citations

Nov 9, 2010·Early Childhood Research Quarterly·Nadya PancsofarUNKNOWN The Family Life Project Investigators
Mar 1, 2008·Early Childhood Research Quarterly·Laura M JusticeRobert Pianta
Sep 7, 2006·The British Journal of Educational Psychology·Joanna BlakeAndrea Milian
Nov 18, 2014·Journal of Child Psychology and Psychiatry, and Allied Disciplines·Zahir VallyPeter J Cooper
Jan 13, 2015·Journal of Experimental Child Psychology·Emily C MerzUNKNOWN School Readiness Research Consortium
May 24, 2016·Research in Developmental Disabilities·Liv Inger EngevikBente E Hagtvet
Aug 30, 2008·Journal of Speech, Language, and Hearing Research : JSLHR·Anita S McGinty, Laura M Justice
Oct 28, 2008·Language, Speech, and Hearing Services in Schools·Barbara L RodríguezMiguel Montiel
Feb 16, 2013·American Journal of Speech-language Pathology·Linzy M AbrahamUNKNOWN Family Life Project Phase 1 Key Investigators
Jan 16, 2007·Language, Speech, and Hearing Services in Schools·Sherri Lovelace, Sharon R Stewart
Jan 11, 2012·Journal of Speech, Language, and Hearing Research : JSLHR·Anita S McGintyLori E Skibbe
Jan 16, 2007·Language, Speech, and Hearing Services in Schools·Luigi GirolamettoJanice Greenberg
Jun 28, 2003·American Journal of Speech-language Pathology·Therese M O'Neil-Pirozzi
Apr 9, 2010·Language, Speech, and Hearing Services in Schools·Laura M JusticeGinger Huffman
Jul 2, 2005·Journal of Speech, Language, and Hearing Research : JSLHR·Joanne RobertsMargaret Burchinal
Oct 1, 2002·Language, Speech, and Hearing Services in Schools·Luigi Girolametto, Elaine Weitzman
Dec 20, 2019·Language, Speech, and Hearing Services in Schools·Douglas B PetersenMatthew E Foster
May 6, 2020·International Journal of Speech-language Pathology·Sharynne McLeodNicola Ivory
Sep 1, 2008·Cognitive Science·Elena HoickaMerideth Gattis
Nov 18, 2020·Journal of Speech, Language, and Hearing Research : JSLHR·Yagmur SevenHoward Goldstein
Feb 16, 2021·Frontiers in Psychology·Carrie Lau, Ben Richards
Nov 19, 2021·Journal of Child Language·Abigail PetrieSimona Montanari

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