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The impact of reading on language development in the preschool children
Ljubica Marjanovič Umek, Urška Fekonja, Simona Kranjc & Petra Lešnik Musek
Full text (pdf) | Views: 33 | Written in Slovene. | Published: February 14, 2002
Abstract: The importance of the role played by children's literature in the child's mental, social and linguistic development and in the development of his or her basic academic skills, such as reading andwriting, has been confirmed by numerous studies. A central issue in developmental psychology is what activities related to children's books exert an influence on the child's development and in what ways. Thisinterest in children's books and in child language development places our research into two scientific disciplines, viz. psychology and linguistics. The study explores the impact of systematic and regular readingof selected children's books in preschool institutions on the development of language competences in children aged four to six years, boys and girls. Other contributing factors whose relevance for languagedevelopment has been either postulated by theories or highlighted by empirical studies, are also observed - e.g. parents' education, number of books in the family, quality of education in the family (frequencyof conversations, visits to cultural events, reading books together, etc.). The children included in the study all attend a preschool institution with an educational program which is based on the national curriculumand which targets also the language area. The children in the experimental group are submitted to additional reading of selected children's literature. The development of children's linguistic competences isfollowed using two methods: analysis of answers on The Vane evaluation of language scale (The Vane-L) and analysis of transcripts of story retelling after the child has been read H. Ch. Andersen's fairy taleThe Princess and the Pea. The results show, that the children who were systematically read selected children's books in their preschool groups, achieved significantly higher scores on the standardized Vanelanguage development scale and on the unstandardized test of retelling a story. Correlations between some of the children's results achieved on both tests and the quality of language education in the family(mother's education, family environment and family activities) were low but statistically significant. The results of the study may also serve as an expert platform underlying introduction of various curricularcomponents and methods specifically targeting language development.
Keywords: children's literature, systematic reading in preschool institutions, language competences, storytelling, parents' education, quality of education, family, preschool children
