Abstract
The present study examines the types of comments made by mothers to their pre-linguistic children in the communication-specific setting of book reading. The effects of experimentally manipulated illustrations in children’s books on these comments are examined. The children were between the ages of 10 and 14 months. Mothers were tape recorded once a week for four consecutive weeks while reading two books, one minimally illustrated and one highly illustrated, to their children. The coding scheme was an adaptation of the scheme devised by Snow & Goldfield (1983) with material incorporated from Bloom & Lahey (1978). The frequencies of different types of comments are examined and an analysis is done on the proportion of comment types as a function of degree of illustration and reading session. The degree of illustration is found to have important effects on the types of comments made by mothers to their children.
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