How Reading Books Fosters Language Development around the World
By David K. Dickinson, J. Griffith, Roberta Michnick Golinkoff , Kathy Hirsh-Pasek. 2012
239 citations recorded by the source corpus.
Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and age three also is important to later literacy. Book reading consistently has been found to have the power to create interactional contexts that nourish language development. Researchers, pediatricians, and librarians have taken notice of the potential for interventions designed to encourage parents to read with their children. This article reviews research on the connections between language and later reading, environmental factors associated with language learning, and interventions developed in varied countries for encouraging book use by parents of young children.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/7be6b39b84d702d13486b8b60dadb88dd4eb5c8c
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research (2013, background): “…are limited and/or teachers maintain strict control (initiating the topic, seeking pre-determined answers, neglecting to build on children’s attempts at topic initiation), children don’t hear or practice the kinds of extended structures required to fuel language learning (Dickinson et al. 2012).”