Resumen

GARCIA, Fernanda Pires; VAZ, Aline Melina  y  SCHMIDT, Andréia. Shared book reading and word learning in preschool children. Temas psicol. [online]. 2016, vol.24, n.4, pp. 1437-1449. ISSN 1413-389X.  http://dx.doi.org/10.9788/TP2016.4-14Pt.

Shared story reading is an effective way to promote the learning of vocabulary for children, however, the basic processes involved in this learning have yet to be clarified. The aim of this study was to investigate the influence of social cues on word learning while reading books, and whether the new word-picture relationships presented in the stories sustain subsequent performance by exclusion, given unknown pictures. Two non-commercial illustrated stories, containing two pseudowords each, were read with and without the presentation of social cues for 12 children, 3 years of age, in a repeated measures design. Matching, exclusion and naming probes evaluated the learning of these pseudowords. The performance of the children did not differ in relation to the learning of the pseudowords in both reading conditions (with presentation of social cues and without cues), and all presented performance by exclusion in the planned probes. These results confirm that the shared reading situation promotes the learning of new relationships between words and pictures, however, do not verify the role of social cues in this process.

Palabras clave : Shared book reading; word learning; verbal behavior; behavior analysis.

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