Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading

Datos Bibliográficos

ID9788924
AutoresLaura M Justice (0000-0002-0580-0280, Wissenschaftskolleg zu Berlin, autor de correspondencia), Paige C Pullen (0000-0001-9025-4802, Curry College), Khara Pence, Khara L Pence (University of Virginia)
Año2008
Volumen44
Número3
Páginas855-866
Fecha de publicación2008-05-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaDevelopmental Psychology (JOURNAL)
Identificadores de la revistaISSN: 0012-1649 • E-ISSN: 1939-0599
EditorialAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0012-1649.44.3.855
PMID18473649
OpenAlexW2078513020
IdiomaEN
Citas recibidas27
Referencias citadas22

How much do preschool children look at print within storybooks when adults read to them? This study sought to answer this question as well as to examine the effects of adult verbal and nonverbal references to print on children's visual attention to print during storybook reading. Forty-four preschool-aged children participated in this study designed to determine the amount of visual attention children paid to print in 4 planned variations of storybook reading. Children's visual attention to print was examined when adults commented and questioned about print (verbal print condition) or pointed to and tracked the print (nonverbal print condition), relative to 2 comparison conditions (verbatim reading and verbal picture conditions). Results showed that children rarely look at print, with about 5%-6% of their fixations allocated to print in verbatim and verbal picture reading conditions. However, preschoolers' visual attention to print increases significantly when adults verbally and nonverbally reference print; both reading styles exerted similar effects. The authors conclude that explicit referencing of print is 1 way to increase young children's contacts with print during shared storybook reading

Developmental psychology · Linguistics · Nonverbal communication · Reading (process · Child Development and Digital Technology · Digital Accessibility for Disabilities · Psychology · Reading and Literacy Development