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Growing vocabulary in the context of shared book reading
| Content Provider | Scilit |
|---|---|
| Copyright Year | 2015 |
| Description | Book Name: Learning from Picturebooks |
| Abstract | Children’s literature and adults’ reading to children contribute to every aspect of language growth, from vocabulary building to metalinguistic understanding. Reading to young children gives them exposure to new words and practice with grammatical forms and pragmatic conventions. Children’s literature introduces them to the notion that language is a decontextualized symbolic medium – that is, a vehicle for representing concepts and experiences beyond the immediate context. This chapter focuses on how children’s literature and adults’ reading to children (shared reading) helps build children’s vocabularies. The importance of vocabulary growth in early childhood cannot be overstated, especially for children’s success in school. Typically developing children show substantial individual differences in vocabulary size as early as 3 years old (Hart and Risley 1995; Weizman and Snow 2001). These differences remain fairly stable after age 5, and they predict children’s reading comprehension and overall academic performance, especially after age 9 (Sénéchal and LeFevre 2002; Stanovich 1986; Storch and Whitehurst 2002). In most school systems, 9-year-olds are expected to have mastered the mechanics of reading so that they can use reading as a tool for learning. Having a good vocabulary makes learning from reading more efficient, giving children with larger vocabularies a learning advantage and explaining in part why early-emerging vocabulary differences begin to correlate with school achievement (e.g. Ouellette 2006). The contribution that shared reading can make to early vocabulary growth is well documented. Children’s literature provides exposure to new words and to familiar words in new contexts (e.g. DeTemple and Snow 2003; Dickinson et al. 2003). A host of experimental studies have verified that young children learn words from shared reading (e.g. Ard and Beverly 2004; Biemiller and Boote 2006; Blewitt et al. 2009; Elley 1989; Ewers and Brownson 1999; Hargrave and Sénéchal 2000; Justice 2002; Justice et al. 2005; Penno et al. 2002; Reese and Cox 1999; Robbins and Ehri 1994; Sénéchal 1997; Sénéchal and Cornell 1993; Sénéchal et al. 1995). And longitudinal studies of families have found that how much parents read to their very young children predicts the children’s vocabulary by age 5, even when factors such as parents’ education and children’s intelligence are taken into account (e.g. Administration for Children and Families 2003; Raikes et al. 2006; Rodriguez et al. 2009; Sénéchal and LeFevre 2002). |
| Related Links | https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315866710-15&type=chapterpdf |
| Ending Page | 150 |
| Page Count | 20 |
| Starting Page | 131 |
| DOI | 10.4324/9781315866710-15 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2015-02-20 |
| Access Restriction | Open |
| Subject Keyword | Book Name: Learning From Picturebooks Language Studies Adults Context Children Vocabulary Growth Reading To Young Sénéchal and Lefevre |
| Content Type | Text |
| Resource Type | Chapter |
