Features in Children's Counting Books That Lead Dyads to Both Count and Label Sets during Shared Book Reading

Autor/inn/en	O'Rear, Connor D.; Seip, Isabella; Azar, Joanna; Baroody, Arthur J.; McNeil, Nicole M.
Titel	Features in Children's Counting Books That Lead Dyads to Both Count and Label Sets during Shared Book Reading
Quelle	In: Child Development, 94 (2023) 4, S.985-1001 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (O'Rear, Connor D.) ORCID (Baroody, Arthur J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13915
Schlagwörter	Books; Reading Strategies; Childrens Literature; Interpersonal Communication; Mathematical Concepts; Computation; Preschool Children; Concept Formation + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Reading strategy; Leselernstufe; Lesetechnik; 'Children''s literature'; Kinderliteratur; Interpersonale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Concept learning; Begriffsbildung
Abstract	This study examined how book features influence talk during shared book reading. We used data from a study in which parent-child dyads (n = 157; child's M[subscript age] = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understanding of cardinality. Replicating previous findings, dyads produced relatively low levels of comparison talk. However, book features influenced the talk. Books containing a greater number of numerical representations (e.g., number word, numeral, and non-symbolic set) and a greater word count elicited more comparison talk. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01