Picture book reading with young children: A conceptual framework

Fletcher, Kathryn; Reese, Elaine

doi:10.1016/j.dr.2004.08.009

Cited by 330 publications

(281 citation statements)

References 105 publications

Supporting

Mentioning

260

Contrasting

Unclassified

Order By: Relevance

“…What is less expected is our first finding of great variability in individual parents' natural tendency to provide this contextual support regularly (ranging from 5 to 38% quality: that is, contextually informative, input), with increased informativity having a clear positive effect on vocabulary size by the time formal schooling begins 3 y later. Moreover, this variability in informativity is apparently an individual matter unrelated to SES, and thus seemingly uncorrelated with the more overt teaching styles and picture-book environments that are more prominent in high SES households (37). The positive effect of SES on vocabulary outcome is more likely related to the greater amount of talking by parents to their children in higher SES homes, which, in turn, increases the number of quality learning instances encountered overall.…”

Section: Resultsmentioning

confidence: 97%

Quality of early parent input predicts child vocabulary 3 years later

Cartmill

Armstrong

Gleitman

et al. 2013

Proc. Natl. Acad. Sci. U.S.A.

329

237

View full text Add to dashboard Cite

Children vary greatly in the number of words they know when they enter school, a major factor influencing subsequent school and workplace success. This variability is partially explained by the differential quantity of parental speech to preschoolers. However, the contexts in which young learners hear new words are also likely to vary in referential transparency; that is, in how clearly word meaning can be inferred from the immediate extralinguistic context, an aspect of input quality. To examine this aspect, we asked 218 adult participants to guess 50 parents' words from (muted) videos of their interactions with their 14-to 18-mo-old children. We found systematic differences in how easily individual parents' words could be identified purely from this socio-visual context. Differences in this kind of input quality correlated with the size of the children's vocabulary 3 y later, even after controlling for differences in input quantity. Although input quantity differed as a function of socioeconomic status, input quality (as here measured) did not, suggesting that the quality of nonverbal cues to word meaning that parents offer to their children is an individual matter, widely distributed across the population of parents.language acquisition | word learning | SES C hildren's vocabularies vary greatly in size by the time they enter school (1, 2). Because preschool vocabulary is a major predictor of subsequent school success (3), this variability must be taken seriously and its sources understood. Some of this variability resides in the individual capacities and temperament that infants bring to the word learning task (4, 5). However, environmental influences are also bound to play instrumental roles. Accordingly, we examined the contextualized speech input parents provide to infants during the second year of life as a potential source of the massive vocabulary differences found at school entry.It is already known that the sheer quantity of linguistic input is an important determinant of vocabulary size; overall, the more words children hear early in development, the larger their subsequent vocabularies. This relationship holds true both for types (different words) and tokens (number of words heard, including repetitions) (6, 7). These quantity differences are correlated with socioeconomic status (SES). Children from low SES homes are typically exposed to fewer words early in development (8, 9) and have smaller vocabularies at school entry than children from high SES homes (10).Taken alone, the correlation of vocabulary size with amount of input is puzzling because as a general rule language learners do not seem to require a large number of exposures to a word to acquire its meaning (11). In experimental settings, for example, children have been shown to acquire and retain a new word heard only once or a very few times (12-14). The likelihood, then, is that certain exposures to a new word are especially informative, supporting secure and rapid inferences to meaning. For example, common sense insists that it will be ...

show abstract

Section: Resultsmentioning

confidence: 97%

Quality of early parent input predicts child vocabulary 3 years later

Cartmill

Armstrong

Gleitman

et al. 2013

Proc. Natl. Acad. Sci. U.S.A.

329

237

View full text Add to dashboard Cite

show abstract

“…Picture books are accessible, attractive, and authentic materials, specially made for and familiar to young children. To date, picture book research has largely focused on their potential to promote language and literacy skills and on parent-child interactions during shared reading (Fletcher & Reese, 2005 Jong, & Smeets, 2008). Only a few studies have used picture books to stimulate other cognitive and academic skills, such as promoting theory of mind understanding (e.g., Adrián, Clemente, & Villanueva, 2007;Symons, Peterson, Slaughter, Roche, & Doyle, 2005), understanding mathematical concepts (e.g., Anderson, Anderson, & Shapiro, 2005;Van den Heuvel-Panhuizen & Elia, 2011), and problem solving (e.g., Gosen, 2012).…”

Section: This Studymentioning

confidence: 99%

Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

Reed¹,

Hurks

Kirschner

et al. 2015

Journal of Research in Childhood Education

View full text Add to dashboard Cite

“…From around 1 year of age, many children in Western cultures spend considerable time engaged in joint picturebook reading with their parents (DeBaryshe, 1993;Gelman, Coley, Rosengren, Hartman, & Pappas, 1998;Karrass, VanDeventer, & Braungart-Rieker, 2003;Payne, Whitehurst, & Angell, 1994). In a recent large-scale survey, parents of preschool children reported that they own dozens of children's picture books and spend around 40 min a day in picture-book interactions with their children (Rideout, Vandewater, & Wartella, 2003).Most of the existing research on picture-book reading with toddlers has focused on the nature of the interaction and the relative contributions of parents and children to it (Fletcher & Reese, 2005). Parents use picture books as a teaching event: They point to and label pictures (Murphy, 1978;Ninio & Bruner, 1978), ask questions and provide feedback (DeLoache & DeMendoza, 1987;Ninio & Bruner, 1978), emphasize taxonomic category relations (Gelman et al, 1998), and elaborate on story lines (DeLoache & DeMendoza, 1987;Hayden, Reese, & Fivush, 1996).…”

mentioning

confidence: 99%

Get the picture? The effects of iconicity on toddlers' reenactment from picture books.

Simcock¹,

DeLoache²

2006

Developmental Psychology

128

111

View full text Add to dashboard Cite

What do toddlers learn from everyday picture-book reading interactions? To date, there has been scant research exploring this question. In this study, the authors adapted a standard imitation procedure to examine 18-to 30-month-olds' ability to learn how to reenact a novel action sequence from a picture book. The results provide evidence that toddlers can imitate specific target actions on novel real-world objects on the basis of a picture-book interaction. Children's imitative performance after the reading interaction varied both as a function of age and the level of iconicity of the pictures in the book. These findings are discussed in terms of children's emerging symbolic capacity and the flexibility of the cognitive representation.Keywords: picture books, reenactment, imitation, iconicity, symbols Picture-book reading plays a prominent role in young children's daily activities. From around 1 year of age, many children in Western cultures spend considerable time engaged in joint picturebook reading with their parents (DeBaryshe, 1993;Gelman, Coley, Rosengren, Hartman, & Pappas, 1998;Karrass, VanDeventer, & Braungart-Rieker, 2003;Payne, Whitehurst, & Angell, 1994). In a recent large-scale survey, parents of preschool children reported that they own dozens of children's picture books and spend around 40 min a day in picture-book interactions with their children (Rideout, Vandewater, & Wartella, 2003).Most of the existing research on picture-book reading with toddlers has focused on the nature of the interaction and the relative contributions of parents and children to it (Fletcher & Reese, 2005). Parents use picture books as a teaching event: They point to and label pictures (Murphy, 1978;Ninio & Bruner, 1978), ask questions and provide feedback (DeLoache & DeMendoza, 1987;Ninio & Bruner, 1978), emphasize taxonomic category relations (Gelman et al., 1998), and elaborate on story lines (DeLoache & DeMendoza, 1987;Hayden, Reese, & Fivush, 1996). We know little, however, about what young children learn from these interactions and whether they relate the contents of books to the real world.Although it is widely assumed that toddlers learn a great deal about the world from picture-book interactions, there is reason to believe that this may be a relatively challenging task for very young children. Understanding that pictures in a book may represent real objects requires some level of pictorial competence-the ability to perceive, interpret, and understand the nature and use of pictures (DeLoache, 2002;DeLoache & Burns, 1994;DeLoache, Pierroutsakos, & Troseth, 1996). The development of full pictorial competence takes place gradually over several years.Very young infants can discriminate pictures and objects (DeLoache, Strauss, & Maynard, 1979;Slater, Rose, & Morrison, 1984), but they show little evidence of comprehending a picture as a representation of another entity (DeLoache, Pierroutsakos, Uttal, Rosengren, & Gottlieb, 1998). Nine-month-olds, for example, manually explore pictures in books; they feel, rub, and even...

show abstract

Picture book reading with young children: A conceptual framework

Cited by 330 publications

References 105 publications

Quality of early parent input predicts child vocabulary 3 years later

Quality of early parent input predicts child vocabulary 3 years later

Preschoolers’ Causal Reasoning During Shared Picture Book Storytelling: A Cross-Case Comparison Descriptive Study

Get the picture? The effects of iconicity on toddlers' reenactment from picture books.

Contact Info

Product

Resources

About