{"title":"同时使用信息性和叙事性图画书进行朗读,可增加儿童的词汇量:使用数据科学方法进行比较建模研究","authors":"Clarence Green, Kathleen Keogh","doi":"10.1111/1467-9817.12462","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Background</h3>\n \n <p>The language that children are exposed to in their early years is enhanced by children's picture books. It is important to better characterise this input, and recent research has begun to explore corpora of narrative picture books. However, previous research has been restricted by methodological limitations that make it difficult to develop large datasets. Further, information texts become increasingly important as children progress through school, but little is known about the language of their earliest form, namely, informational picture books. The current study investigates how informational and narrative picture book exposure might change the language environment of children in a way that supports reading development.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>The study applies data science methods to build a larger language model than previously possible and investigates the lexical profile of over 2000 narrative and information picture books. Picture book vocabulary is innovatively derived from digital sources of books read-aloud online, which pushes the field forward by providing researchers access to larger pools of data than previously possible. Detailed comparisons of informational and narrative picture books are reported regarding their lexical diversity, density, morphology, academic vocabulary and semantic clusters. Models are developed to estimate the additional word-type exposure a child may encounter in their language environment from narrative and informational picture books.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The study demonstrates that information and narrative picture books expose children to substantially different semantic environments. It is demonstrated that information picture books provide extensive exposure to academic vocabulary, providing important input aligned with later reading needs. Further, computational models indicate that book reading once every day or second day over a year might boost unique-word exposure by approximately 10% for some language environments.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Combining informational and narrative picture books enhance the language environment of children more than narratives alone, providing more lexical diversity, density and complex morphology.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 4","pages":"497-516"},"PeriodicalIF":2.0000,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12462","citationCount":"0","resultStr":"{\"title\":\"Vocabulary exposure to children is enhanced by using both informational and narrative picture books for read-alouds: A comparative modelling study using data science methods\",\"authors\":\"Clarence Green, Kathleen Keogh\",\"doi\":\"10.1111/1467-9817.12462\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>The language that children are exposed to in their early years is enhanced by children's picture books. It is important to better characterise this input, and recent research has begun to explore corpora of narrative picture books. However, previous research has been restricted by methodological limitations that make it difficult to develop large datasets. Further, information texts become increasingly important as children progress through school, but little is known about the language of their earliest form, namely, informational picture books. The current study investigates how informational and narrative picture book exposure might change the language environment of children in a way that supports reading development.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>The study applies data science methods to build a larger language model than previously possible and investigates the lexical profile of over 2000 narrative and information picture books. Picture book vocabulary is innovatively derived from digital sources of books read-aloud online, which pushes the field forward by providing researchers access to larger pools of data than previously possible. Detailed comparisons of informational and narrative picture books are reported regarding their lexical diversity, density, morphology, academic vocabulary and semantic clusters. Models are developed to estimate the additional word-type exposure a child may encounter in their language environment from narrative and informational picture books.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The study demonstrates that information and narrative picture books expose children to substantially different semantic environments. It is demonstrated that information picture books provide extensive exposure to academic vocabulary, providing important input aligned with later reading needs. Further, computational models indicate that book reading once every day or second day over a year might boost unique-word exposure by approximately 10% for some language environments.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Combining informational and narrative picture books enhance the language environment of children more than narratives alone, providing more lexical diversity, density and complex morphology.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47611,\"journal\":{\"name\":\"Journal of Research in Reading\",\"volume\":\"47 4\",\"pages\":\"497-516\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-06-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12462\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Reading\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12462\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in Reading","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/1467-9817.12462","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Vocabulary exposure to children is enhanced by using both informational and narrative picture books for read-alouds: A comparative modelling study using data science methods
Background
The language that children are exposed to in their early years is enhanced by children's picture books. It is important to better characterise this input, and recent research has begun to explore corpora of narrative picture books. However, previous research has been restricted by methodological limitations that make it difficult to develop large datasets. Further, information texts become increasingly important as children progress through school, but little is known about the language of their earliest form, namely, informational picture books. The current study investigates how informational and narrative picture book exposure might change the language environment of children in a way that supports reading development.
Methods
The study applies data science methods to build a larger language model than previously possible and investigates the lexical profile of over 2000 narrative and information picture books. Picture book vocabulary is innovatively derived from digital sources of books read-aloud online, which pushes the field forward by providing researchers access to larger pools of data than previously possible. Detailed comparisons of informational and narrative picture books are reported regarding their lexical diversity, density, morphology, academic vocabulary and semantic clusters. Models are developed to estimate the additional word-type exposure a child may encounter in their language environment from narrative and informational picture books.
Results
The study demonstrates that information and narrative picture books expose children to substantially different semantic environments. It is demonstrated that information picture books provide extensive exposure to academic vocabulary, providing important input aligned with later reading needs. Further, computational models indicate that book reading once every day or second day over a year might boost unique-word exposure by approximately 10% for some language environments.
Conclusions
Combining informational and narrative picture books enhance the language environment of children more than narratives alone, providing more lexical diversity, density and complex morphology.
期刊介绍:
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.