Joint Reading Task as Promoter of Children’s Language Acquisition
PDF (Español)
XML (Español)

Keywords

Language
infants
joint reading
caregivers
development

How to Cite

Ferreira Velasco, E., Suárez-Brito, P., Valdés González, T., & Alva Canto, E. A. (2024). Joint Reading Task as Promoter of Children’s Language Acquisition. Psicumex, 14(1), 1–26. https://doi.org/10.36793/psicumex.v14i1.625

Metrics

Abstract

The aim of the present study was to analyze the influence of caregivers' verbal production on the lexical production of infants (30 to 48 months), through a joint reading task. Method: 249 dyads (caregiver-infant) participated and the units of analysis type (number of different words produced without repetition) and token (total number of words produced) were used. Statistically significant correlations were observed in all grammatical categories produced by the dyads, as well as the effect of the caregiver's verbal production on that of the infant. The results highlight the importance and influence of caregivers on children's verbal production, with adults' verbal production being a significant predictor of the language development of infants between three and four years of age when interacting in joint reading contexts.

https://doi.org/10.36793/psicumex.v14i1.625
PDF (Español)
XML (Español)

References

Acosta, V., Moreno, A. y Axpe, Á. (2013). Análisis de las dificultades en el discurso narrativo en alumnado con Trastorno Específico del Lenguaje. Revista de Logopedia, Foniatría y Audiología, 33(4), 165-171. https://doi.org/10.1016/j.rlfa.2013.07.004

Aldrich, N., Tenenbaum, H., Brooks, P., Harrison, K., & Sines, J. (2011). Perspective Taking in Children's Narratives About Jealousy. British Journal of Developmental Psychology, 29(1), 86-109. http://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=23948995

Alva, E. A., y Hernández-Padilla, E. (2001). La producción del lenguaje de niños mexicanos. Un estudio transversal de niños de cinco a doce años. UNAM.

Berman, R., & Slobin, D. (1995). Relating Events in Narrative: A Crosslinguistic Developmental Study. Language, 71(4), 806-808. http://dx.doi.org/10.1007/1-4020-7911-7_10

Blewitt, P., & Langan, R. (2016). Learning Words During Shared Book Reading: The Role of Extratextual Talk Designed to Increase Child Engagement. Journal of Experimental Child Psychology, 150, 404–410. https://doi.org/10.1016/j.jecp.2016.06.009

Bruner, J. (1985). Child’s Talk: Learning to Use Language. Child Language Teaching and Therapy, 1(1), 111–114. https://doi.org/10.1177/026565908500100113

Bus, A. (2002). Joint Caregiver-Child Storybook Reading: A Route to Literacy Development. In S. B. Neuman y D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 179-191). The Guilford Press.

Chang, C.-J., & Luo, Y. -H. (2020). A Longitudinal Study of Maternal Interaction Strategies During Joint Book-Reading in Taiwan. Journal of Child Language, 47(2), 401-417. https://doi.org/10.1017/S0305000919000746

Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless Picture Books Boost Preschoolers’ Language Production During Shared Reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001

Flórez, R., Restrepo, M. y Schwanenflugel, P. (Eds.). (2007). Alfabetismo Emergente: Investigación, Teoría y Práctica. El caso de la lectura. Universidad Nacional de Colombia.

Goldfield, B. A., & Reznick, J. S. (1990). Early Lexical Acquisition: Rate, Content, And The Vocabulary Spurt. Journal of Child Language, 17(1), 171–183. https://doi.org/10.1017/S0305000900013167

Golinkoff, R. M., Can, D. D., Soderstrom, M., & Hirsh-Pasek, K. (2015). (Baby) Talk to Me: The Social Context of Infant-Directed Speech and Its Effects on Early Language Acquisition. Current Directions in Psychological Science, 24(5), 339–344. https://doi.org/10.1177/0963721415595345

Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2019). Language Matters: Denying the Existence of the 30-

Million-Word Gap Has Serious Consequences. Child Development, 90(3), 985–992. https://doi.org/10.1111/cdev.13128

Grolig, L., Cohrdes, C., Tiffin-Richards, S.P., & Schroeder, S. (2019). Effects of Preschoolers’ Storybook Exposure and Literacy Environments on Lower Level and Higher Level Language Skills. Reading and Writing, 32(4), 1061-1084. https://doi.org/10.1007/s11145-018-9901-2

Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K. S., & Suma, K. (2015). The Contribution of Early Communication Quality to Low-Income Children’s Language Success. Psychological Science, 26(7), 1071–1083. https://doi.org/10.1177/0956797615581493

Hoff, E. (2006). How Social Contexts Support and Shape Language Development. Developmental Review, 26(1), 55–88. https://doi.org/10.1016/j.dr.2005.11.002

Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low-SES and Language Minority Homes: Implications for Closing Achievement Gaps. Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238

Højen, A., Schmidt, A.S.M., Møller, I.S., & Flansmose, L. (2022). Unequal Home Literacy Environments Between Preschool-Age Boys and Girls Predict Unequal Language and Preliteracy Outcomes. Acta Psychologica, 230, 1-10. https://doi.org/10.1016/j.actpsy.2022.103716

Karmiloff, K., & Karmiloff-Smith, A. (2009). Pathways to Language: From Fetus to Adolescent. Harvard University Press.

Kennison, S. M. (2013). Introduction to Language Development. Sage Publications.

Kwon, K. A., Bingham, G., Lewsader, J., Jeon, H. J., & Elicker, J. (2013). Structured Task Versus Free Play: The Influence of Social Context on Parenting Quality, Toddlers’ Engagement with Parents and Play Behaviors, and Parent-Toddler Language Use. Child and Youth Care Forum, 42(3), 207–224. https://doi.org/10.1007/s10566-013-9198-x

Mayer, M. (1967). A Boy, a Dog and a Frog. Dial Books for Young Readers.

Mayer, M. (1969). Frog Where Are You? Dial Books for Young Readers.

Mayer, M. (1973). Frog on His Own. Dial Books for Young Readers.

Mayer, M. (1975). One Frog Too Many. Dial Books for Young Readers.

Minto García, A., Alva, E., & Arias Trejo, N. (2020). Mothers’ Use of Gestures and their Relationship to Children’s Lexical Production. Psychology of Language and Communication, 24(1), 175-200. https://doi.org/10.2478/plc-2020-0010

Newman, R. S., Rowe, M. L., & Bernstein Ratner, N. (2016). Input and Uptake at 7 months Predicts Toddler Vocabulary: The Role of Child-Directed Speech and Infant Processing Skills in Language Development. Journal of Child Language, 43(5), 1158–1173. https://doi.org/10.1017/S0305000915000446

Niklas, F., Wirth, A., Guffler, S., Drescher, N., & Ehmig, S.C. (2020). The Home Literacy Environment as A Mediator Between Parental Attitudes Toward Shared Reading and Children’s Linguistic Competencies. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01628

Paavola, L., Kunnari, S., Moilanen, I., & Lehtihalmes, M. (2005). The Functions of Maternal Verbal Responses to Prelinguistic Infants as Predictors of Early Communicative and Linguistic Development. First Language, 25(2), 173–195. https://doi.org/10.1177/0142723705050341

Rodriguez, E. T., & Tamis-Lemonda, C. S. (2011). Trajectories of the Home Learning Environment Across the First 5 Years: Associations with Children’s Vocabulary and Literacy Skills at Prekindergarten. Child Development, 82(4), 1058–1075. https://doi.org/10.1111/j.1467-8624.2011.01614.x

Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018). Beyond the 30-Million-Word Gap: Children’s Conversational Exposure Is Associated with Language-Related Brain Function. Psychological Science, 29(5), 700–710. https://doi.org/10.1177/0956797617742725

Romero, S. y Gómez, G. (2013). El desarrollo del lenguaje evaluativo en narraciones de niños mexicanos de 3 a 12 años. Actualidades en Psicología, 27(115), 15-30. https://www.redalyc.org/pdf/1332/133229443004.pdf

Rowe, M. L. (2012). A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech Vocabulary Development. Child Development, 83(5), 1762–1774. https://doi.org/10.1111/j.1467-8624.2012.01805.x

Sénéchal, M., & Lefevre, J.-A. (2014). Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading. Child Development, 85(4), 1552-1568. https://doi-org.pbidi.unam.mx:2443/10.1111/cdev.12222

Suárez, P., & Alva, E. (2021). Parental appraisal of the vocabulary of infants from families of different Socioeconomic Status. In B. Barcelata, & P. Suárez (Eds.), Child and adolescent development in risky adverse contexts: A Latin American Perspective. Springer, Cham. https://doi.org/10.1007/978-3-030-83700-6_5

Suárez, P., Alva, E. y Valdés, T. (2016). Análisis de la complejidad del vocabulario en infantes de 36 meses de edad. Revista de Investigación y Práctica En Psicología Del Desarrollo, Vol. 2, pp. 8–23. https://revistas.uaa.mx/index.php/ippd/article/view/675

Tamis-LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal Responsiveness and Children’s Achievement of Language Milestones. Child Development, 72(3), 748–767. http://www.jstor.org/stable/1132453

Tamis-LeMonda, C. S., Kuchirko, Y., & Song, L. (2014). Why Is Infant Language Learning Facilitated by Parental Responsiveness? Current Directions in Psychological Science, 23(2), 121–126. https://doi.org/10.1177/0963721414522813

Tamis-lemonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and Mothers at Play with Their 2- and 3-Year-Olds: Contributions to Language and Cognitive Development, 75(6), 1806–1820. https://doi.org/10.1111/j.1467-8624.2004.00818.x

Tamis‐LeMonda, C. S., & Bornstein, M. H. (2015). Infant Word Learning in Biopsychosocial Perspective. In S. D. Calkins (Ed.), Handbook of Infant Biopsychosocial Development (pp. 152–185). Guildford Press.

Tomasello, M., & Farrar, M. J. (1986). Joint Attention and Early Language. Child Development Stable, 57(6), 1454–1463. https://www.jstor.org/stable/1130423

Valdés, T. (2015). Producción léxica en interacción diádica durante una tarea de lectura conjunta [Tesis de Licenciatura, Universidad Nacional Autónoma de México]. eTESIUNAM Dirección General de Bibliotecas y Servicios Digitales de Información UNAM. http://132.248.9.195/ptd2015/noviembre/0738560/Index.html

Zivan, M., & Horowitz-Kraus, T. (2020). Parent–Child Joint Reading is Related to an Increased Fixation Time on Print During Storytelling Among Preschool Children. Brain and Cognition, 143, 1-8. https://doi.org/10.1016/j.bandc.2020.105596

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2023

Downloads

Download data is not yet available.