Joint Picture Book Reading in Monolingual and Bilingual Parent-Child Dyads: The Role of Parent-Child Interactional Quality
The present study examined parent-infant didactic behaviors during a joint picture book reading task, comparing monolingual and bilingual 18- and 24-month-old infants and their parents under naturalistic conditions. The objective was to discern differences between monolingual and bilingual as well as 18- and 24-month-old dyads in measures of interactional behaviors and global PCI quality. There existed no significant differences between monolingual and bilingual dyads in either set of measures. However, at the 18-and 24-month stages as well as longitudinally, various behavioral and PCI measures correlated significantly with one another. As well, parents of 18-month-old infants fell under high- and low-quality scaffolding clusters, which in turn significantly predicted infant pointing and word frequencies. Longitudinal analyses indicated that PCI quality during joint book reading remains relatively stable over a six-month period of major language development. Implications for book reading and bilingual development are discussed.
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Fletcher, Steven (Georgetown University, 2013)Existing evidence suggests that children whose parents read to them from an early age perform significantly better on reading tests than children whose parents do not. However, little research has been done to examine the ...