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Child Language Teaching and Therapy
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The effect of book genre in the repeated readings of mothers and their children with language impairment: a pilot investigation

Joan N Kaderavek

Early Childhood Education Department, University of Toledo, Toledo, Ohio, USA

Laura M Justice

Curry School of Education, University of Virginia, Charlottesville, Virginia, USA

This pilot investigation compared the language use of mothers and their four children with language impairment during in-home readings of two storybook genres. Mother-child dyads repeatedly read two book genres, narrative-only and narrative + manipulative storybooks. The language output during the repeated readings was transcribed and analysed for utterance and discourse features. Mother language output did not vary across book genre, whereas the children demonstrated greater mean length of utterance and increased percentage of question use during the narrative + manipulative book interactions relative to narrative-only interactions. Implications of these findings are discussed.

Child Language Teaching and Therapy, Vol. 21, No. 1, 75-92 (2005)
DOI: 10.1191/0265659005ct282oa
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Home page
 Journal of Early Childhood LiteracyHome page
J. N. Kaderavek and L. A. Pakulski
Mother--child story book interactions: Literacy orientation of pre-schoolers with hearing impairment
Journal of Early Childhood Literacy, April 1, 2007; 7(1): 49 - 72.
[Abstract] [PDF]