Graduate School of Education
Patton Tabors (1942-2014)
Graduate School of Education
Barbara Alexander Pan (1950-2011)
Graduate School of Education
|Type of Study:||naturalistic|
|Media type:||audio unlinked|
Link to media folder
Dickinson, D. K., & Tabors, P. O. (Eds.) (2001). Beginning literacy with language: Young children learning at home and school. Baltimore: Paul Brookes Publishing.
Additional publications based on this dataset include:
Beals, D.E. (1993). Explanations in low-income families’ mealtime conversations. Applied Psycholinguistics, 14(4), 489-513.
Beals, D.E. (1997). Sources of support for learning words in conversation: Evidence from mealtimes. Journal of Child Language, 24, 673-694.
Beals, D.E., & De Temple, J.M. (1993). Home contributions to early language and literacy development. In D. Leu & C. Kinzer (Eds.), Examining central issues in literacy research, theory, and practice. Forty-second yearbook of the National Reading Conference (pp. 207-215). Chicago, IL: The National Reading Conference.
Beals, D.E., De Temple, J.M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from low-income families. In D. K. Dickinson (Ed.), Bridges to literacy: Approaches to supporting child and family literacy (pp. 30-40). Cambridge, MA: Basil Blackwell.
Beals, D.E., & Snow, C.E. (1994). “Thunder is when the angels are upstairs bowling”: Narratives and explanations at the dinner table. Journal of Narrative and Life History, 4(4), 331-352.
Beals, D.E., & Tabors, P.O. (1995). Arboretum, bureaucratic, and carbohydrates: Preschoolers’ exposure to rare vocabulary at home. First Language, 15(1), 57-76.
De Temple, J.M., & Beals, D.E. (1991). Family talk: Sources of support for the development of decontextualized language skills. Journal of Research in Childhood Education, 6(1), 11-19.
De Temple, J.M., & Snow, C.E. (1996). Styles of parent-child book reading as related to mothers’ views of literacy and children’s literacy outcomes. In J. Shimron (Ed.), Literacy and education: Essays in memory of Dina Feitelson (pp. 49-68). Cresskill, NJ: Hampton Press.
De Temple, J.M. & Tabors, P.O. (1995). Styles of interaction during a book reading task: Implications for literacy intervention with low-income families. In Hinchman, K.Q., Leu, D.J., & Kinzer, C.K. (Eds), Perspectives or literacy research and practice, 44th yearbook of the National Reading Conference. Chicago, IL: The National Reading Conference.
Smith, M.W., & Dickinson, D.K. (1994). Describing oral language opportunities and environments in Head Start and other preschool classrooms. Early Childhood Research Quarterly, 9(3&4), 345-366.
Snow, C.E. (1991) The theoretical basis for relationships between language and literacy in development. Journal of Research in Childhood Education, 6(1), 5-10.
Snow, C.E. (1993). Families as social contexts for literacy development. In W. Damon (Series Ed.) & C. Daiute (Vol. Ed.), New directions in child development: Vol. 61. The development of literacy through social interaction (pp. 11-24). San Francisco, CA: Jossey-Bass.
Snow, C.E. (1993). Linguistic development as related to literacy. In L. Eldering, & P. Leseman (Eds.), Early intervention and culture (pp. 133-148). The Netherlands: UNESCO Publishing.
Snow, C.E., & Dickinson, D.K. (1990). Social sources of narrative skills at home and at school. First Language, 10, 87-103.
Snow, C.E., & Tabors, P.O. (1993). Language skills that relate to literacy development. In B. Spodek, & O. Saracho, (Eds.), Yearbook in early childhood education (Vol. 4). New York: Teachers College Press.
Snow, C.E., & Tabors, P.O. (1996). Intergenerational transfer of literacy. In L.A. Benjamin, & J. Lord (Eds.), Family literacy: Directions in research and implications for practice (pp. 73-80). Washington, DC: US Department of Education.
Snow, C.E., Tabors, P.O., Nicholson, P.A., & Kurland, B.F. (1995). SHELL: Oral language and early literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10(1), 37-48.
Weizman, Z.O., & Snow, C.E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265-279.
In accordance with TalkBank rules, any use of data from this corpus must be accompanied by at least one of the above references.
Book reading: Mothers and children read The Very Hungry Caterpillar at all three visits, What Next, Baby Bear! During the second and third visit, and Elephant on the third visit. The Very Hungry Caterpillar by Eric Carle (1979) is a popular children’s book containing colorful illustrations and simple wording. What Next, Baby Bear! by Jill Murphy (1983) is a narrative about a young bear’s imaginary trip to the moon. Animals in the Wild: Elephant by Mary Hoffman (reprinted in 1984) is a nonfiction book containing factual information and color photographs of different kinds of elephants. T
Toy play: Mothers were instructed to play with her child with a selection of toys brought by the investigators. At the first home visit when children were 3 years old the toys included painted blocks, small toy cars, a small tea set, spoons and saucers, a school bus with little people, a toy baby bottle with disappearing milk, a parrot puzzle, toy telephones, and an optiscope. The toys for the second home visit included a different puzzle, dress-up hats and beads, and firefighter hats. The toys for the third home visit included a different puzzle and realistic toy animals. The play sessions lasted up to 40 minutes but were on average 10-15 minutes in length.
Mealtime: At the end of each home visit a blank audiotape was left behind for families to record a typical mealtime interactions. Of the seventy-four participants, 68 returned at least one mealtime recording. Mealtime recordings from all three home visits were obtained for 36 families. Sixty-four home visit one tapes were returned, 45 home visit two tapes were returned, and 51 tapes from the third home visit were returned.
Elicited report: Mothers were asked to encourage their children to tell the investigator about some past experience.
Letter writing: In this task children were asked to write a letter to Eric Carle, the author of The Very Hungry Caterpillar.
Experimental task (magnet task)