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Parent-child interaction during storybook reading: wordless narrative books versus books with text

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journal contribution
posted on 30.11.2021, 17:15 authored by Abigail Petrie, Robert Mayr, Fei Zhao, Simona Montanari
This study examines the content and function of parent-child talk while engaging in shared storybook reading with two narrative books: a wordless book versus a book with text. Thirty-six parents audio-recorded themselves reading one of the books at home with their 3.5–5.5-year-old children. Pragmatic and linguistic measures of parental and child talk during both narrative storytelling and dialogic interactions were compared between the wordless and book-with-text conditions. The results show that the wordless book engendered more interaction than the book-with-text, with a higher rate of parental prompts and responsive feedback, and significantly more child contributions, although lexical diversity and grammatical complexity of parental language were higher during narration using a book-with-text. The findings contribute to research on shared storybook reading suggesting that different book formats can promote qualitatively different language learning environments.

History

Published in

Journal of Child Language

Publisher

Cambridge University Press

Acceptance Date

25/10/2021

Publication Date

18/11/2021

Version

AM (Accepted Manuscript)

Citation

Petrie, A., Robert, M.A.Y.R., Fei, Z.H.A.O. and Montanari, S. (2021) 'Parent-child interaction during storybook reading: wordless narrative books versus books with text', Journal of Child Language, pp.1-28. doi: 10.1017/S0305000921000763

Print ISSN

0305-0009

Electronic ISSN

1469-7602

Cardiff Met Affiliation

Cardiff School of Sport and Health Sciences

Cardiff Met Authors

Abigail Petrie Robert Mayr Fei Zhao

Cardiff Met Research Centre/Group

  • Speech, Hearing and Communication

Copyright Holder

© The Authors

Language

en