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Picture book reading: Investigating a key source of linguistic input for early language development

图画书阅读：调查早期语言发展的语言输入的关键来源

基本信息

批准号：
1749594
负责人：
Jessica Montag
金额：
$ 42.79万
依托单位：
University of Illinois at Urbana-Champaign
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-09-01 至 2022-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1749594&HistoricalAwards=false
关键词：
Picture book reading Investigating key

项目摘要

In many homes, schools, and daycare settings, parents and other caregivers engage young children with picture books. This project examines how differences in home picture book reading practices accounts for individual differences in children's language development. This project also involves testing whether greater lexical and grammatical diversity (a characteristic of picture book reading) promote word learning. The text of picture books differs from typical child-directed speech in ways that may be important for language learning. For example, picture book text often describes people and entities not present in the here-and-now, and is characterized by narrative structures unlike typical speech. In addition, the text of picture books contains more unique words and a greater number of complex sentences than typical speech. This means that children who are often read picture books may hear words and sentences that they may not otherwise hear. This project will help researchers understand trajectories of language development and factors that contribute to language development for children. The results of this project will have implications for programs that aim to improve early language outcomes.This project tests the hypothesis that the distributional differences between child-directed speech and texts may explain the observed benefits of picture book reading. Given the systematic differences between the language contained in picture book text and typical child-directed speech, exposure to picture books may provide children with valuable language learning opportunities. To test this hypothesis, this project first aims to better understand what picture book reading looks like in naturalistic contexts in real homes. Large scale surveys about home reading practices will be administered to parents and primary caregivers. In addition, children and caregivers will be recorded during picture book reading in order to collect data about caregiver-child interactions. Next, families will be given sets of simple or complex picture books to read at home, in order to manipulate the language input that children experience. This manipulation of the language input will provide a means by which the researchers can examine the longitudinal effects of picture book reading on vocabulary and other language outcomes. Given that picture book text is characterized by greater contextual and syntactic diversity than typical speech, this project will demonstrate whether these attributes make picture books a particularly good or poor word-learning tool for children. The results of this project will advance the understanding of the role language input plays in language development, and will clarify the manner in which picture books contribute to language learning trajectories.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在许多家庭、学校和日托机构中，父母和其他照顾者会让年幼的孩子读图画书。这个项目调查了家庭图画书阅读习惯的差异如何解释了儿童语言发展的个体差异。这个项目还包括测试更多的词汇和语法多样性(图画书阅读的一个特点)是否会促进单词学习。图画书的文本不同于典型的儿童演讲，在某些方面可能对语言学习很重要。例如，图画书文本经常描述不存在于此时此地的人和实体，其特点是叙事结构不同于典型的演讲。此外，图画书的文本包含了比典型言语更多的独特词汇和更多的复杂句子。这意味着经常阅读图画书的孩子可能会听到他们本来可能听不到的单词和句子。这个项目将帮助研究人员了解语言发展的轨迹和有助于儿童语言发展的因素。这一项目的结果将对旨在改善早期语言效果的项目产生影响。该项目检验了一种假设，即儿童定向言语和课文之间的分布差异可以解释图画书阅读的观察到的好处。鉴于图画书文本中包含的语言与典型的儿童导向言语之间的系统性差异，接触图画书可能会为儿童提供宝贵的语言学习机会。为了验证这一假设，该项目首先旨在更好地了解图画书阅读在真实家庭中的自然环境中是什么样子。将对父母和主要照顾者进行关于家庭阅读实践的大规模调查。此外，儿童和照顾者将在图画书阅读过程中被记录下来，以便收集关于照顾者与儿童互动的数据。接下来，将给家庭提供一套简单或复杂的图画书，让他们在家中阅读，以操纵儿童经历的语言输入。这种对语言输入的操纵将提供一种手段，通过这种手段，研究人员可以检验图画书阅读对词汇和其他语言结果的纵向影响。鉴于图画书文本的特点是上下文和句法的多样性比典型的言语更大，本项目将展示这些属性是否使图画书成为儿童学习单词的特别好的工具或糟糕的工具。该项目的结果将促进对语言输入在语言发展中所起作用的理解，并将阐明图画书对语言学习轨迹的贡献。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。