Vol 36 No 1 (2017): .
Language
Linguistic Output During Preschooler-adult Shared Book Readings with Culturally Familiar and Less Familiar English Speaking Adult Readers: A Pilot Investigation
Keywords
- Shared-book reading,
- Preschoolers,
- Linguistic output,
- Culture and language,
- Early literacy
How to Cite
Prema K.S., Joan N. Kaderavek, & Prarthana Shivabasappa. (1). Linguistic Output During Preschooler-adult Shared Book Readings with Culturally Familiar and Less Familiar English Speaking Adult Readers: A Pilot Investigation. Journal of All India Institute of Speech and Hearing, 36(1), 27-35. Retrieved from http://203.129.241.91/jaiish/index.php/aiish/article/view/885
Abstract
This pilot investigation compared the linguistic output of typically developing bilingual preschoolers during shared bookreadings with a culturally familiar adult (CF, who spoke in English as a second language) and US English-speaking adult reader (i.e., culturally less-familiar adult, LF). Two books, matched for sentence length and content, were shared with the children; book presentations were randomized and counter-balanced.Scripted questions were included during reading interactions. The language output during the shared book readings was transcribed and analyzed for linguistic features including mean length of utterance(MLU), and type-token ratio (TTR). Data analyses demonstrated that there was nosignificant difference in the linguistic output of preschoolers in response to CF & LF adult during shared bookreading. However, on MLU & TTR, differences in children's responses were observed when they wereread different books. The findings are discussed with its implications for cross-cultural research.
References
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Jordan, G. E., Snow, C. E.,& Porche, M. V. (2000) Project EASE: the effect of a family literacy project on kindergarten students' early literacy skills. Reading ResearchQuarterly, 35, 524-546.
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Lakshmish, N. & Prema K.S. Rao (2011), Digital literacy coach to promote oral language and early literacy (For SLPs, teachers and caregivers). Student Research at AIISH, Vol. 9, 133-144.
Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323.
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National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research
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Neuman, S. (1996). Children engaging in storybook reading. Early Childhood Research Quarterly, 11, 495-513.
Pamela, C. S. (2014). Oral language competence and the transition to school: Socio-economic and behavioural factors that in
uence academic and social success. International Journal on School Disa ection, 11(1), 3-24.
Penno, J.F., Wilkinson, I.A.G. & Moore, D.W. (2002). Vocabulary acquisition from techer explanation and repeated listening to stories: Do they overcome the Matthew Effect? Journal of Educational Psychology, 94, 23-33.
Robbins, C. & Ehri, L. C. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words.
Journal of Educational Psychology, 86, 54-64.
Roberts, J., Jurgens,J. & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech Language and Hearing Research, 48(2), 345-59
Srinivas, P. `Camey is sad'. (Eds.) Jackson G. & Jadeja R. Read and Grow Series. NavNeet publications. ISBN:978-81-243-0813-6. www.navneet.com
Suthar A. `The Elephant and the Goat'. Jackson G. & Jadeja R. Read and Grow Series. NavNeet publications. ISBN: 978-81-243?0813-6. http://www.navneet.com.
Jackson, G., & Jadeja, R. Read and Grow Series. NavNeet publications. ISBN: 978-81-243-0813-6. www.navneet.com
Scarborough, H. S., & Dobrich, W. (1994). On the ecacy of reading to preschoolers. Developmental Review, 14, 145-302.
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
Seeneechal, M., LeFevre, J., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
Seeeneechal, M., Thomas, E. & Monker, J.A. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
Snow, C. E., Burns, M. S., & Grin, P. (Eds.). (1998). Preventing reading diculties in young children. Washington, DC: US Government Printing Oce.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading:Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
Teale, W. H. (2003). Reading aloud to young children as a classroom instructional activity: insights from research and practice. In A.van Kleeck, S.A. Stahl, & E.B.Baue (Eds.). On reading books to children: Parents and teachers (pp.114-139). Mahwah . NJ: Erlbaum.
Tsui, A., & Tollefson, J. W. (2007). Language policy, culture, and identity in Asian contexts. Mahwah, New Jersey: Lawrence Earlbaum.
Valdez-Menchaca, M. C. & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care.Developmental Psychology, 28, 1106-1114.
Venkatesan, S. (2009). NIMH Socio Economic Status Scale. Readapted from 1997 version National Institute for the Mentally Handicapped., Secunderabad.
Wierzbicka, A. (2003). Cross-cultural pragmatics: The semantics of human interaction. New York: Mouton de Gruyter.
Anitha R & Prema K. S. (2008). Computerized Linguistic Protocol for Screening (CLIPS). Student Research at AIISH, Mysore, Vol 1I:2003-2004. AIISH, Mysore,pp. 110-120.
Brabham, E. G. & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grads.Journal of Educational Psychology, 94, 465-473.
Bus, A. G., van Ijzendoorn, M. H., & Pelligrini, A. (1995).Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
Crain-Thoreson, C. & Dale, P. S. (1992). Do early talkers become early readers? Linguistic precocity, preschool language, and emergent literacy. Developmental Psychology, 28, 421-429.
De Houwer, A. (2009). Bilingual first language acquisition.Clevedon: Multilingual Matters.
Dunning, D. B., Mason, J. M., & Stewart, J. P. (1994). Reading to preschoolers: A response to Scarborough and Dobrich (1994) and recommendations for future research. Developmental Review, 14, 324-339.
Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174- 187.
Fielding-Barnsley, R.,& Purdie, N. (2003) Early intervention in the home for children at risk of reading failure. British Journal of Learning Support 18, 77-82.
Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. West Sussex, UK: Wiley-Blackwell.
Genesee, F., Boivin, I., & Nicoladis, E. (1996). Talking with strangers: A study of bilingual children's communicative competence. Applied Psycholinguistics, 17, 427-442.
Graddol, D. (2006). English next. Why global English may mean the end of \English as a foreign language."The British Council: London. Available at http://www. britishcouncil.org/learning-research-english-next.pdf
Gunning, R. (1952). Available at http://www.readabilityformulas.com/gunning-fog-readability-formula.php
Hammer, C. S., Nimmo, D., Cohen, R., Draheim, H. C., & Johnson, A. A. (2005). Book reading interactions between African American and Puerto Rican Head Start children and their mothers. Journal of Early Childhood Literacy, 5(3), 195-227.
Jordan, G. E., Snow, C. E.,& Porche, M. V. (2000) Project EASE: the effect of a family literacy project on kindergarten students' early literacy skills. Reading ResearchQuarterly, 35, 524-546.
Justice, L. M, & Ezell, H. (2000). Enhancing children's print and word awareness through home-based parent intervention. American Journal of Speech-Language Pathology, 9, 257-269.
Justice, L. M., & Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11,17-29.
Justice, L. M., & Kaderavek, J. N. (2004). Embedded-explicit emergent literacy intervention I Background and description of approach. Language Speech and Hearing Services in Schools, 35, 201-211. doi10.1044/0161-1461(2004/020)
Justice, L., Kaderavek, J., Fan, X., Sofka, A.,& Hunt, A.(2009). Accelerating preschoolers? early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40,67-85.
Lakshmish, N. & Prema K.S. Rao (2011), Digital literacy coach to promote oral language and early literacy (For SLPs, teachers and caregivers). Student Research at AIISH, Vol. 9, 133-144.
Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323.
Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared- reading interventions on emergent literacy skills of at- risk preschoolers. Journal of Early Intervention, 22(4), 306-322.
Mackey W.F. (1967). Bilingualism as a world problem.Montreal: Harvest House.
Migratory Policy Institute (2015). Indian immigrants in the United States. Retrieved from https://www.migrationpolicy.org/ article/indianimmigrantsunited-states on December 14, 2017).
Miller, J. F., & Chapman, R. S. (1996). SALT: Systematic analysis of language transcripts. Madison, WI: Univer-
sity of Wisconsin-Madison.
National Association for the Education of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. Young children, 53(4), 30-46.
National Early Literacy Panel (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. (National Institute of Health Pub. No. 00-4769). Washington, DC.
Neuman, S. (1996). Children engaging in storybook reading. Early Childhood Research Quarterly, 11, 495-513.
Pamela, C. S. (2014). Oral language competence and the transition to school: Socio-economic and behavioural factors that in
uence academic and social success. International Journal on School Disa ection, 11(1), 3-24.
Penno, J.F., Wilkinson, I.A.G. & Moore, D.W. (2002). Vocabulary acquisition from techer explanation and repeated listening to stories: Do they overcome the Matthew Effect? Journal of Educational Psychology, 94, 23-33.
Robbins, C. & Ehri, L. C. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words.
Journal of Educational Psychology, 86, 54-64.
Roberts, J., Jurgens,J. & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech Language and Hearing Research, 48(2), 345-59
Srinivas, P. `Camey is sad'. (Eds.) Jackson G. & Jadeja R. Read and Grow Series. NavNeet publications. ISBN:978-81-243-0813-6. www.navneet.com
Suthar A. `The Elephant and the Goat'. Jackson G. & Jadeja R. Read and Grow Series. NavNeet publications. ISBN: 978-81-243?0813-6. http://www.navneet.com.
Jackson, G., & Jadeja, R. Read and Grow Series. NavNeet publications. ISBN: 978-81-243-0813-6. www.navneet.com
Scarborough, H. S., & Dobrich, W. (1994). On the ecacy of reading to preschoolers. Developmental Review, 14, 145-302.
Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265-282.
Seeneechal, M., LeFevre, J., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96-116.
Seeeneechal, M., Thomas, E. & Monker, J.A. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
Snow, C. E., Burns, M. S., & Grin, P. (Eds.). (1998). Preventing reading diculties in young children. Washington, DC: US Government Printing Oce.
Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading:Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
Teale, W. H. (2003). Reading aloud to young children as a classroom instructional activity: insights from research and practice. In A.van Kleeck, S.A. Stahl, & E.B.Baue (Eds.). On reading books to children: Parents and teachers (pp.114-139). Mahwah . NJ: Erlbaum.
Tsui, A., & Tollefson, J. W. (2007). Language policy, culture, and identity in Asian contexts. Mahwah, New Jersey: Lawrence Earlbaum.
Valdez-Menchaca, M. C. & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care.Developmental Psychology, 28, 1106-1114.
Venkatesan, S. (2009). NIMH Socio Economic Status Scale. Readapted from 1997 version National Institute for the Mentally Handicapped., Secunderabad.
Wierzbicka, A. (2003). Cross-cultural pragmatics: The semantics of human interaction. New York: Mouton de Gruyter.