Picture-book reading by mothers and young children and its impact upon language development

Moerk, Ernst L.

doi:10.1016/0378-2166(85)90021-9

Cited by 70 publications

(40 citation statements)

References 26 publications

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“…Parents' verbal interaction patterns change according to young children's age and language development (Lee & Lee, 1996a;Moerk, 1985;Murphy, 1978;Ninio, 1980;Senechal, Cornell & Broda, 1995).…”

Section: Personal Interactions and Language Developmentmentioning

confidence: 98%

“…Nevertheless, interaction patterns could not be solely determined by mothers' intention. Since mothers tend to respond appropriately to the level of child language development (Moerk, 1985), children are also collaborators in interaction patterns. So child age is also a determinant of interaction patterns.…”

Section: Home Play Environments and Child Language Developmentmentioning

confidence: 99%

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The Role of the Play Environment in Young Children's Language Development∗

Lee

1997

Early Child Development and Care

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Section: Personal Interactions and Language Developmentmentioning

confidence: 98%

Section: Home Play Environments and Child Language Developmentmentioning

confidence: 99%

The Role of the Play Environment in Young Children's Language Development∗

Lee

1997

Early Child Development and Care

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“…The main goals were communicative in nature and the children were able to use their SGDs to fulfil them and their roles as listeners/learners by answering questions and naming objects and actions in the books. Most parents are well acquainted with the story reading activity, which is a great advantage, since it is such an excellent language training activity (Moerk, 1985). But what became clear with these two families was that it was not so easy to adapt to the needs of the child and also include the use of AAC techniques.…”

Section: Discussionmentioning

confidence: 99%

Children with autistic spectrum disorders and speech‐generating devices: Communication in different activities at home

Thunberg

Ahlsén

Sandberg

2007

Clinical Linguistics & Phonetics

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The communication of four children with autistic spectrum disorder was investigated when they were supplied with a speech-generating device (SGD) in three different activities in their home environment: mealtime, story reading and "sharing experiences of the preschool day". An activity based communication analysis, in which collective and individual background factors for the activities were outlined, was used as a basis for the discussion of linguistic coding data derived from video-recordings made before and during SGD intervention. The coded communicative behaviours were engagement in activity, role in turn-taking, communicative form, function and effectiveness. An increase in communicative effectiveness was more noticeable when the SGDs could be used to fulfil goals and roles within the activity. The instruction to the parents to use the SGDs in their communication with the child had an important influence on the activities.

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“…There is some evidence in the literature to suggest that earlier onsets of JBR are related to vocabulary (DeBaryshe, 1993) and emergent literacy (Allison & Watson, 1994). Theoretically, JBR should provide infants or toddlers with a wealth of cognitive, linguistic, and educational advantages (Moerk, 1985) that would greatly help them in perceiving, parsing, and eventually recognizing various aspects of the language stream (Aslin, Saffran, & Newport, 1998;Jusczyk, 1997;Jusczyk & Hohne, 1997) at a critical juncture in the developmental course of language acquisition. However, in over 30 years of research, only two very early studies in the area (Irwin, 1960;Wells, 1985) report findings with children below 18 months of age.…”

Section: John Colombomentioning

confidence: 98%