Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development |
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| Authors: | Stephanie M Curenton Michelle Jones Craig Nadia Flanigan |
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| Institution: |
a National Institute for Early Education Research, Graduate School of Education, Rutgers University,
b Family and Child Sciences, Florida State University, |
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| Abstract: | This study examined 33 mothers' and preschoolers' oral language skills (decontextualized discourse) across an emergent reading, shared reading, and oral storytelling interaction. The sample comprised primarily African American families from various socioeconomic backgrounds, ranging from Head Start families to middle-income families. Two measures of decontextualized language were assessed—literate language features and type of talk (i.e., a coding scheme categorizing comments/questions on a continuum from contextualized to decontextualized talk). Mothers used more decontextualized language during the oral storytelling interaction versus the other interactions, but children used more during the emergent reading interaction. Mothers with advanced literacy skills were more likely to make decontextualized comments/questions and use mental/linguistic verbs during the interactions. Results are discussed in terms of implications for parent-child home literacy interventions. |
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