Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children’s Development

Stephanie M. Curenton, Michelle Jones Craig, and Nadia Flanigan
This study examines oral language skills in parent-child interactions and discusses results in terms of implications for home-based literacy interventions.

This study examined mothers’ and their preschool children’s oral language skills (known as decontextualized discourse) across emergent reading, shared reading, and oral storytelling interactions. It was found that mothers used more decontextualized language during oral storytelling interactions while their children used more oral language skills during emergent reading. These results are discussed in terms of their implications for home literacy interventions in an article from Early Education and Development, Volume 19, Issue 1.

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