Effects of maternal picture book knowledge on language development of 15‐month olds

2021 ◽  
Author(s):  
Yuko Okumura ◽  
Tessei Kobayashi
Keyword(s):  
Language Development ◽  
Picture Book ◽  
Book Knowledge

scholarly journals Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ashley M. Pinkham ◽  
Tanya Kaefer ◽  
Susan B. Neuman
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Domain Knowledge ◽  
Picture Book ◽  
Child Outcomes ◽  
Vocabulary Knowledge ◽  
Maternal Knowledge ◽  
Language Outcomes ◽  
Transmission Of Knowledge ◽  
Knowledge Calibration

For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.

scholarly journals Gabby Wonder Girl by J. Grant

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Leslie Aitken
Keyword(s):  
Young Child ◽  
Language Development ◽  
Apple Tree ◽  
Picture Book ◽  
Complex Structure ◽  
University Of Alberta ◽  
Primary Focus ◽  
The University ◽  
Selection Of

Grant, Joyce.  Gabby Wonder Girl, illustrated by Jan Dolby. Fitzhenry and Whiteside, 2016Rising again from Joyce Grant’s imagination, Gabby and Roy, “the dynamic duo,” star in this language development picture book.  This time, their creator’s didactic purposes are disguised in the story of Mrs. Oldham’s rescue from an apple tree.  The primary focus of the lesson underlying their adventures is the concept of interrogatives: “who,”  “where,” “how.”  The sounds and shapes of the letters that comprise these words are explored.   Other words germane to the story, “mask,” “pie,” are also decoded.  The final two pages of the work contain follow-up games and activities.As in Grant’s 2013 work, Gabby Drama Queen, the clear intent is that the young child engaged in the story will be guided by an adult who reads the text and focuses attention on the lesson.  Consider the following example:When she was safely on the ground, Mrs. Oldham plucked a “P” from the poppies, inserted an “i” that was inside the inuksuk, and ended with an “e” from the elf to make…”pie.”Obviously, any reader who can cope, quite independently, with the complex structure of this sentence and, as well, the meaning of such words as “inserted” and “inuksuk,”  is unlikely to need help spelling the word “pie.” (In fact, a child who has come this far in his or her reading is likely to be intellectually beyond Gabby Wonder Girl.)  The publisher suggests, very reasonably, that the book would be suitable for five to seven-year-olds.Jan Dolby’s illustrations support this view.  They are cartoon-like, larger than life, boldly delineated and humorous.  Tracking the highlighted letters and words through the pages of her bright and busy drawings should engross and delight young children.  Long before they are taught to parse a sentence (Is that even done anymore?) they can be introduced to the idea that language has structure.  Such a purpose is commendable; so is the book.   Highly Recommended: 3 out of 4 starsReviewer: Leslie Aitken Leslie Aitken’s long experience as a librarian involved selection of children’s literature for school, public, special, and academic libraries.  She is a former Curriculum Librarian for the University of Alberta. 

Effect of Verbal Routine Contexts and Expansions on Gains in the Mean Length of Utterance in Children With Developmental Delays

1995 ◽  
Vol 26 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Paul J. Yoder ◽  
Heidi Spruytenburg ◽  
Anne Edwards ◽  
Betty Davies
Keyword(s):  
Language Development ◽  
Developmental Delay ◽  
Strong Evidence ◽  
Developmental Delays ◽  
Picture Book ◽  
Future Research ◽  
Repeated Interaction ◽  
Secondary Analyses ◽  
The Mean ◽  
Mean Length Of Utterance

This study tests the hypothesis that verbal routines and expansions increase generalized child mean length of utterance (MLU). Verbal routines were built through repeated interaction with the same picture book across several intervention sessions. The subjects were four young children with developmental delay. One of the subjects experienced two rounds of the intervention (i.e., two intervention phases with two different books) to provide the opportunity for more replication and extension of the effects. Generalization sessions were conducted with a different adult, different modality of material (i.e., objects), and different interaction style than were used during the intervention. The pattern of the results provides strong evidence that the intervention increased generalized MLU in children in the first stage of language development more than in children in a later language stage. The secondary analyses support the notion that verbal routines and expansions were responsible for the effects. Future research is needed to determine why the intervention was not effective for the developmentally older cases but was effective for the developmentally younger cases.

scholarly journals Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

2019 ◽  
Vol 91 (2) ◽  
Author(s):  
Nicholas Dowdall ◽  
G. J. Melendez‐Torres ◽  
Lynne Murray ◽  
Frances Gardner ◽  
Leila Hartford ◽  
...  
Keyword(s):  
Systematic Review ◽  
Language Development ◽  
Reading Interventions ◽  
Picture Book ◽  
Child Language ◽  
Meta Analysis ◽  
Book Reading ◽  
Picture Book Reading
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