With an Introduction by Anthony D. Pellegrini, this work is one
of the most extensive studies of early language and literacy
undertaken to date. This volume describes the four
interdisciplinary facets of a three-year longitudinal investigation
of the early literate and linguistic experience and knowledge of a
cohort of sixty 3- and 4-year-olds. Coverage includes: an extensive
survey of home literate environment and development across a broad
range of earliest literate and meta-literate knowledge over the
three-year span of the study; links early literate experience and
knowledge to differential strategies of speech act comprehension
over time, showing that early literate experience heightens
dependence upon linguistic as distinct from contextual information
in comprehension; the employment of parent-child book reading as
the matrix for a detailed analysis of lexical development, relating
forms of parent-child interaction around text to variation in
sophistication of reference; and finally, the examination of
child-child interaction in a detailed, naturalistic framework, in
relation to aspects of literate experience and knowledge.
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