Maternal Speech in Mother-Toddler Picture Book Reading

研究成果: Article査読

2 被引用数 (Scopus)

抄録

Maternal Speech In Mother-Toddler Picture Book Reading Picture book reading provides children with various information about vocabularies and communication styles. The First research question examined here consisted on how mothers help toddlers to acquire vocabularies in picture book reading activity; the second one was made of what other kinds of acquisition were possible for toddlers. The investigation was made through the analysis of maternal speech to children. Five mother-toddler dyads (1:06-2:00) took part in this longitudinal, four-month study. Their interactions including picture book reading were videotaped and five minutes of each observation session were transcribed. The analysis of mothers' strategies of reading labels in the books showed that their strategies did not strictly correspond with children's comprehension level, but that their speech always included labels in some phase of the reading cycle. Mothers gave opportunities to hear again the label of the thing children had misnamed in the preceding cycle. Classifying mothers' speech suggested that in picture book reading mothers gave children various informations about print, category, story, book-handling, moral, and discipline. (170).

本文言語English
ページ(範囲)151-157
ページ数7
ジャーナルThe Japanese Journal of Educational Psychology
37
2
DOI
出版ステータスPublished - 1989
外部発表はい

ASJC Scopus subject areas

  • 教育
  • 発達心理学および教育心理学

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