Topics in Early Childhood Special Education

 

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Topics in Early Childhood Special Education, Vol. 23, No. 3, 137-150 (2003)
DOI: 10.1177/02711214030230030401

Topic Control During Shared Storybook Reading

Mothers and Their Children with Language Impairments

Laura M. Justice

University of Virginia, lmj2t{at}virginia.edu

Joan N. Kaderavek

University of Toledo

This study reports descriptive findings concerning the discourse patterns of shared reading interactions between mothers and their children with a language impairment. Specifically, control of discourse topic was studied for two book-reading interactions involving 11 dyads. Data were interpreted as showing that (a) mothers and their children shared the control of topic during book reading, (b) both mothers and children displayed balance in their control versus contingent topic contributions, (c) robust reciprocal associations were evident between maternal and child discourse control features, and (d) three observable patterns of topic control arrangements characterized individual dyads. Results of this work may contribute to the design of book-reading interventions for children at risk, and they suggest that it is important to consider the impact of such interventions upon topic control and contingency dynamics.


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[Abstract] [PDF]