Verbally modeling thinking for infants: Middle-class mothers’ presentation of information structures during book sharing

Journal of Research in Childhood Education

Volumn 10, Issue 2, 1996, Pages 101-113

  van Kleeck, Anne ^a   Alexander, Edwyna Imholz ^a   Vigil, Alice ^a   Templeton, Kathleen Elliott ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85009558772     PISSN: 02568543     EISSN: 21502641     Source Type: Journal    
DOI: 10.1080/02568549609594893     Document Type: Article

References (23)

1. Barbieri, M., & Landolfi, L. (1994). Learning to explain: The effects of mother’s language on the child. In V. John-Steiner, C. Panofsky & L. Smith (Eds.), Socio cultural approaches to language and literacy. New York: Cambridge University Press.
2. Bus, A., & van IJzendoorn, M. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
3. DeLoache, J., & DeMendoza, O. (1987). Joint picture book interaction of mothers and 1-year-old children. British Journal of Developmental Psychology, 5, 111-123.
4. Dickinson, D., & Tabors, P. (1991). Early literacy: Linkages between home, school and literacy achievement at age five. Journal of Research in Childhood Education, 6, 30-46.
5. Dunning, D., Mason, J., & Stewart, J. (1994). Reading to preschoolers: A response to Scarborough and Dobrich (1994) and recommendations for future research. Developmental Review, 14, 324-339.
6. Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society II, 11(2), 49-76.
7. Irwin, O. (1960). Infant speech: Effect of systematic reading of stories. Journal of Speech and Hearing Research, 3, 187-190.
8. Lamme, L., & Packer, A. (1986). Book reading behaviors of infants. The Reading Teacher, 504-509.
9. Lonigan, C. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323.
10. Ninio, A. (1980). Picture-book reading in mother-infant dyads, belonging to two subgroups in Israel. Child Development, 51, 587-590.
11. Olson, D. (1984). “See! Jumping!” Some oral antecedents of literacy. In H. Goelman, A Oberg, & F. Smith (Eds.), Awakening to literacy. Portsmouth, NH: Heinemann.
12. Panofsky, C. (1994). Developing the representational functions of language: The role of parent-child book-reading activity. In V. John-Steiner, C. Panofsky, & L. Smith (Eds.), Socio cultural approaches to language and literacy. New York: Cambridge University Press.
13. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
14. Rogoff, B., Malkin, C., & Gilbride, K. (1984). Interaction with babies as guidance in development. In B. Rogoff & J. Wertsch (Eds.), Children’s learning in the zone of proximal development San Francisco: Jossey-Bass.
15. Scarborough, H., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
16. Scarry, R. (1967). Storybook dictionary. London: Hamlyn.
17. Sigel, I., & McGillicuddy-Delisi, A. (1984). Parents as teachers of their children: A distancing behavior model. In A. Pelligrini & T. Yawkey (Eds.), The development of oral and written language in social contexts. Norwood, NJ: Ablex.
18. Snow, C., & Goldfield, B. (1981). Building stories: The emergence of information structures from conversation. In D. Tannen (Ed.) Analyzing discourse: Text and talk (pp. 127-141). Washington, DC: Georgetown University Press.
19. Sorsby, A., & Martlew, M. (1991). Representational demands in mothers’ talk to preschool children in two contexts: Picture book reading and a modeling task. Journal of Child Language, 18, 373-395.
20. Sparrow, S., Balia, D.,& Cicchetti, D. (1984). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service.
21. van Kleeck, A. (1994). Metalinguistic development. In G. Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents: Some principles and applications (pp. 53-98). New York: Macmillan.
22. van Kleeck, A. (1995). Departing from phonics and whole-language: Emphasizing form and meaning separately in prereading and early reading instruction. Topics in Language Disorders, 16, 27-49.
23. Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press