Abstract
The impact of parental picture-book reading with young children upon language development and the resulting language skills are discussed. Three major aspects are differentiated: the support derived from the pictures themselves; the establishment of joint attention between mother and child, and the features of the text. A symbolization gradient is described, leading from toys over pictures to words as arbitrary representations of the referents. The prototypical and simplified nature of the pictures is emphasized and the rhythmic, rhyming, and repititive features of the text, supporting pattern abstraction and memory storage, are discussed. After the logical analysis of the principles involved, processes of actual mother-child conversation about picture books that have been described in the literature are summarized.
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