Children Simultaneously Learn Multiple Dimensions of Information during Shared Book Reading
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| Title: | Children Simultaneously Learn Multiple Dimensions of Information during Shared Book Reading |
|---|---|
| Language: | English |
| Authors: | Breitfeld, Elise, Potter, Christine E., Lew-Williams, Casey |
| Source: | Journal of Cognition and Development. 2021 22(5):744-766. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) |
| Contract Number: | F32HD093139 R01HD095912 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Picture Books, Young Children, Language Acquisition, Novelty (Stimulus Dimension), Moral Values, Story Reading, Recall (Psychology), Parents, Reading Aloud to Others, Learning, Parent Influence |
| Geographic Terms: | New Jersey |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test |
| DOI: | 10.1080/15248372.2021.1939353 |
| ISSN: | 1524-8372 |
| Abstract: | Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children's learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to 5.5-year-old children's simultaneous learning of novel words, moral lessons, and story details from a reading interaction with a parent. Results showed that children successfully learned new words, extracted a moral lesson, and recalled story details from the picture book. Contrary to expectations, children's learning was equally strong regardless of whether or not parents were prompted to focus on learning as the key purpose of book reading. This research demonstrates that children learn diverse information presented across different time scales from picture books. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1312447 |
| Database: | ERIC |
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| Abstract: | Picture books inherently contain many parallel dimensions of information and serve as a rich source of input for children. However, studies of children's learning from picture books tend to focus on a single type of information (e.g., novel words). To better understand the learning-related potential of shared book reading, we examined 4.5- to 5.5-year-old children's simultaneous learning of novel words, moral lessons, and story details from a reading interaction with a parent. Results showed that children successfully learned new words, extracted a moral lesson, and recalled story details from the picture book. Contrary to expectations, children's learning was equally strong regardless of whether or not parents were prompted to focus on learning as the key purpose of book reading. This research demonstrates that children learn diverse information presented across different time scales from picture books. |
|---|---|
| ISSN: | 1524-8372 |
| DOI: | 10.1080/15248372.2021.1939353 |
