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

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Reading Pub Date : 2024-06-22 DOI:10.1111/1467-9817.12462
Clarence Green, Kathleen Keogh
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引用次数: 0

摘要

背景儿童图画书增强了儿童在幼年时期所接触的语言。更好地描述这种输入非常重要,最近的研究已经开始探索叙事性图画书的语料库。然而,以往的研究受到方法论的限制,难以开发大型数据集。此外,信息文本随着儿童的学业进展变得越来越重要,但人们对其最早的形式,即信息图画书的语言却知之甚少。本研究调查了信息性和叙事性图画书的接触如何改变儿童的语言环境,从而支持阅读发展。研究方法本研究运用数据科学方法建立了一个比以往更大的语言模型,并调查了 2000 多本叙事性和信息性图画书的词汇概况。图画书词汇创新性地来源于在线朗读图书的数字资源,这为研究人员提供了比以往更大的数据池,推动了该领域的发展。报告详细比较了信息图画书和叙事图画书的词汇多样性、密度、词形、学术词汇和语义群。研究还建立了一些模型,以估算儿童在语言环境中可能从叙事性和信息性图画书中接触到的额外词汇类型。研究表明,信息图画书能让儿童广泛接触到学术词汇,提供了与日后阅读需求相一致的重要输入。此外,计算模型表明,在某些语言环境中,每天或隔天阅读一次图书可能会使儿童接触到的独特词汇量增加约 10%。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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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.

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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
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.
期刊最新文献
Issue Information Issue Information What we have learned about learning to read in a digital age and children's contemporary reading experiences Evidence-based support provided to struggling readers in later primary years in the UK: A scoping review Using orthographic support to reduce the impact of noise on oral vocabulary learning in adults
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