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ERIC Number: EJ787383
Record Type: Journal
Publication Date: 2008-Jan
Pages: 27
Abstractor: Author
Reference Count: 49
ISSN: ISSN-1040-9289
Use of Decontextualized Talk across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development
Curenton, Stephanie M.; Craig, Michelle Jones; Flanigan, Nadia
Early Education and Development, v19 n1 p161-187 Jan 2008
This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed--literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions. (Contains 6 tables, 2 figures, and 2 footnotes.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A