A picture book reading intervention in day care and home for children from low-income families.

This paper is concerned with embodied processes of joint imagination in young children’s narrative interactions. Based on Karl Bühler’s notion of ‘deixis in the imagination’, it examines in detail how a 19-month-old German-speaking child, engaged in picture book reading with his mother, brings about different subtypes of deixis in the imagination by either ‘displacing’ what is absent into the given order of perception (e.g. by using the hand as a token for an object) or displacing his origo to an imagined space (e.g. by kinaesthetically aligning his body with an imagined body and animating his movements). Drawing on multimodal analysis and the concept of layering in interaction, the study analyses the ways in which the picture book as well as deictic, depictive, vocal and lexical resources are coordinated to evoke a narrative space, co-enact the storybook character’s experiences and produce reciprocal affect displays. Findings demonstrate that different types of displacement are in play quite early in childhood; displacements in the dimension of space and person are produced through layerings of spaces, voices and bodies.

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Kindergartners’ Spontaneous Focusing on Numerosity in Relation to Their Number-Related Utterances During Numerical Picture Book Reading

Mathematical Thinking and Learning ◽

10.1080/10986065.2016.1148531 ◽

2016 ◽

Vol 18 (2) ◽

pp. 125-141 ◽

Cited By ~ 14

Author(s):

Sanne Rathé ◽

Joke Torbeyns ◽

Minna M. Hannula-Sormunen ◽

Lieven Verschaffel

Keyword(s):

Picture Book ◽

Book Reading ◽

Picture Book Reading

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Joint picture-book reading correlates of early oral language skill

Journal of Child Language ◽

10.1017/s0305000900008370 ◽

1993 ◽

Vol 20 (2) ◽

pp. 455-461 ◽

Cited By ~ 144

Author(s):

Barbara D. Debaryshe

Keyword(s):

Oral Language ◽

Picture Book ◽

Age Of Onset ◽

Language Skills ◽

Threshold Level ◽

Language Skill ◽

Book Reading ◽

Home Reading ◽

Oral Language Skills ◽

Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

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