MUHINYI, Amber and ROWLAND, Caroline F
(2023)
Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development.
Journal of Child Language, 50 (1).
pp. 1-16.
|
Text
contributions-of-abstract-extratextual-talk-and-interactive-style-to-preschoolers-vocabulary-development.pdf - Published version Download (347kB) | Preview |
Abstract
<jats:title>Abstract</jats:title> <jats:p>Caregiver abstract talk during shared reading predicts preschool-age children’s vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children’s vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children’s concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.</jats:p>
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | shared reading, preschoolers, extratextual talk |
| Divisions: | Faculty of Health and Life Sciences Faculty of Health and Life Sciences > Institute of Population Health |
| Depositing User: | Symplectic Admin |
| Date Deposited: | 21 Dec 2021 08:38 |
| Last Modified: | 18 Jan 2023 21:18 |
| DOI: | 10.1017/s0305000921000696 |
| Related URLs: | |
| URI: | https://livrepository.liverpool.ac.uk/id/eprint/3145727 |
Dimensions
Dimensions
