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What kinds of picture books
evoke language from
preschoolers?
Terry Robertson, Ed.D.
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Language around books
Interactions that encourage spontaneous, authentic
responses to literature lead to expanded reasoning and
support the development of early reading
comprehension skills in children (Rosenblatt, 1978;
Smolkin & Donovan, 2002).
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The Preschool Study
One classroom teacher read all four books on
four separate days at about the same time of day.
Storybooks and information books were read
aloud in alternating order.
Children’s spontaneous responses were audio-
taped during the sessions.
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Participants
Demographic characteristics
__________________________________________N (%)
Gender
Boys 9 56.3
Girls 7 43.8
Age Group
3-4.5 (class 1) 10 62.5
4.6-5.5 (class 2) 6 37.5
Mean Age (years) 4.4
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Picture Books Selected for This Study
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Research Question #1
When comparing information books and
storybooks, are there significant differences
between the overall frequency of responses by book
type?
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% Overall Responses
by Book Title
0%
10%
20%
30%
40%
SB#1:Farf IB#1:Tracks SB#2:Wanda's IB #2: Road
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Percentage of total responses
by book type
67%
33%Info books
Storybooks
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Chi-square test: total frequencies
Info Story Comb Expect Chi-square P
Total 69 34 103 51.5 11.9 0.001*
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Research Question #1
When comparing information books and
storybooks, are there significant differences
between the overall frequency of responses by book
type?
Yes, information books received a significantly
higher frequency of responses overall.
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Research Question #2
When comparing information books and
storybooks, are there significant differences
between the types of responses that children offer?
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Total Frequencies
by Response Type/Book Type
0
10
20
30
Identify Describe Predict Personal Infer
info book
storybook
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Chi-square test: total frequencies
Info Story Comb Chi-square P
Identify 19 7 26 5.540 0.019*
Describe 9 8 17 0.588 0.808
Predict 6 7 3 0.769 0.782
Personal 27 10 37 7.81 0.005*
Infer 8 2 10 3.6 0.058
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Research Question #2
When comparing information books and storybooks, are there significant differences between the types of responses that children offer?
Yes, significant differences were found for Identify and Personal Connection responses when comparing book types. However, responses varied greatly between individual book titles.
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Research Question #3
Do children make more personal connections in response to one type of book over another?
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Personal Connections
as a Percentage of Total Responses
for each book type
0
5
10
15
20
25
30
35
40
45
50
Personal Connection
% Info book responses % Storybook responses
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Chi-square test: total frequencies
Info Story Comb Chi-square P
Identify 19 7 26 5.540 0.019*
Describe 9 8 17 0.588 0.808
Predict 6 7 3 0.769 0.782
Personal 27 10 37 7.81 0.005*Infer 8 2 10 3.6 0.058
Total 69 34 103 11.9 0.001*
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Research Question #3
Do children make more personal connections in response to one type of book over another?
Yes, children made more personal connections
in response to information books overall
compared to storybooks.
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Conclusions and Discussion
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Conclusion #1
Overall, children responded most frequently to
information books when compared to
storybooks.
This may suggest that children view information books
as a source of information that they might be able to
relate to their own lives, while possibly viewing
storybooks as a source of entertainment to be “taken
in” and enjoyed, similar to a movie or a performance
that is typically unrelated to their everyday lives
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Conclusion #2
Personal connections were the leading type of response offered.
This finding may be a reflection of the desire of children, even at the youngest ages, to make texts relevant to their own lives.
(consistent with previous studies of Moschovaki & Meadows, 2005; Shine & Roser, 1999; Smolkin & Donovan, 2002)
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Conclusion #3
Information books showed a potential to
evoke more language from children
compared to storybooks.
This finding may be useful in considering ways
to promote interactions around text,
particularly for those with limited exposure to
books or discussions around literature.
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Conclusion #4
Beyond personal connections, response patterns
varied across books.
This finding confirms that children, even at the
earliest ages, can detect differences in text and
respond accordingly.
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Implications for
Read-alouds for Preschoolers
Different types of text will evoke different types of interactions
Information books may be a way to promote more conversations with children about their daily lives, interests, and curiosities.
Storybooks still serve as a strong link to the earliest literacy encounters at home for the youngest children
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Questions… and…
Thank you!
University of Massachusetts, Lowell, USA
Dissertation Chair: Dr. Bill Harp
Comm. Members: Drs. Jo Ann Brewer, Jay Simmons