Massaro Dominic W
Am J Psychol. 2017;130(1):63-72. doi: 10.5406/amerjpsyc.130.1.0063.
Extensive experience in written language might provide children the opportunity to learn to read in the same manner they learn spoken language. One potential type of written language immersion is reading aloud to children, which is additionally valuable because the vocabulary in picture books is richer and more extensive than that found in child-directed speech. This study continues a comparison between these 2 communication media by evaluating their relative linguistic and cognitive complexity. Although reading grade level has been used only to assess the complexity of written language, it was also applied to both child-directed and adult-directed speech. Five measures of reading grade level gave an average grade level of 4.2 for picture books, 1.9 for child-directed speech, and 3.0 for adult-directed speech. The language in picture books is more challenging than that found in both child-directed and adult-directed speech. It is proposed that this difference between written and spoken language is the formal versus informal genre of their occurrence rather than their text or oral medium. The value of reading books aloud therefore exposes children to a linguistic and cognitive complexity not typically found in speech to children.
丰富的书面语言经验可能会为孩子们提供以学习口语的方式学习阅读的机会。一种潜在的书面语言沉浸式体验方式是给孩子们大声朗读，这还有额外的价值，因为图画书中的词汇比儿童导向性言语中的词汇更丰富、更广泛。本研究通过评估这两种交流媒介的相对语言和认知复杂性，继续对它们进行比较。尽管阅读年级水平仅用于评估书面语言的复杂性，但它也被应用于儿童导向性言语和成人导向性言语。五项阅读年级水平指标显示，图画书的平均年级水平为4.2，儿童导向性言语为1.9，成人导向性言语为3.0。图画书中的语言比儿童导向性言语和成人导向性言语中的语言更具挑战性。有人提出，书面语言和口语之间的这种差异在于它们出现的正式与非正式体裁，而非它们的文本或口头媒介。因此，大声朗读书籍的价值在于让孩子们接触到通常在对儿童说话中不存在的语言和认知复杂性。
