What’s Happening to Shared Picture Book Reading in an Era of Phonics First?

2021 ◽  
Author(s):  
Stacey Campbell
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Picture Book Reading

Embodied displacements in young German children’s storytelling

2019 ◽  
Vol 3 (1-2) ◽  
pp. 168-195 ◽  
Author(s):  
Vivien Heller
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Lexical Resources ◽  
Narrative Space ◽  
Multimodal Analysis ◽  
Different Types ◽  
German Speaking ◽  
Picture Book Reading ◽  
The Given

This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a token for an object) or displacing his origo to an imagined space (e.g. by kinaesthetically aligning his body with an imagined body and animating his movements). Drawing on multimodal analysis and the concept of layering in interaction, the study analyses the ways in which the picture book as well as deictic, depictive, vocal and lexical resources are coordinated to evoke a narrative space, co-enact the storybook character’s experiences and produce reciprocal affect displays. Findings demonstrate that different types of displacement are in play quite early in childhood; displacements in the dimension of space and person are produced through layerings of spaces, voices and bodies.

Kindergartners’ Spontaneous Focusing on Numerosity in Relation to Their Number-Related Utterances During Numerical Picture Book Reading

2016 ◽  
Vol 18 (2) ◽  
pp. 125-141 ◽  
Author(s):  
Sanne Rathé ◽  
Joke Torbeyns ◽  
Minna M. Hannula-Sormunen ◽  
Lieven Verschaffel
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Picture Book Reading

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

Verbal and action-based measures of kindergartners' SFON and their associations with number-related utterances during picture book reading

2017 ◽  
Vol 88 (4) ◽  
pp. 550-565 ◽  
Author(s):  
Sanne Rathé ◽  
Joke Torbeyns ◽  
Bert De Smedt ◽  
Minna M. Hannula-Sormunen ◽  
Lieven Verschaffel
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Picture Book Reading

Kindergartners’ Spontaneous Focus on Number During Picture Book Reading

2018 ◽  
pp. 87-99 ◽  
Author(s):  
Sanne Rathé ◽  
Joke Torbeyns ◽  
Bert De Smedt ◽  
Minna M. Hannula-Sormunen ◽  
Lieven Verschaffel
Keyword(s):  
Picture Book ◽  
Book Reading ◽  
Picture Book Reading

scholarly journals Differences in sentence complexity in the text of children’s picture books and child-directed speech

2019 ◽  
Vol 39 (5) ◽  
pp. 527-546 ◽  
Author(s):  
Jessica L. Montag
Keyword(s):  
Picture Books ◽  
Picture Book ◽  
Book Reading ◽  
Language Outcomes ◽  
Complex Sentence ◽  
Children's Picture Books ◽  
Causal Pathways ◽  
Important Means ◽  
Syntactic Differences ◽  
Picture Book Reading

Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.

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