Facilitating children's understanding of questions trough pictures: Implications of social class language differences  

Oleh:

Gullo, Dominic F.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: First Language (Full Text) vol. 3 no. 8 (1982), page 121-138.
Fulltext: First Language 1982 3. 121-138.pdf (744.07KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/FIL/3 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

The effects of pictorialization on low- and middle-social class (SES) children’s comprehension of wh- questions was examined. Sixty middleand 60 low-SES children, aged 3;6 to 5;2, were asked to respond to six types of wh- questions in two stimulus conditions. The pictures in Stimulus I contained information to answer more than one wh -question. The pictures in Stimulus II contained information to answer only one wh -question. Both SES groups answered significantly more questions in Stimulus II. Examination of simple effects indicated that middle-SES children benefited from pictorial support on comprehending the later developed wh- words representing abstract linguistic constructs (why, how, when ) while low-SES children benefited on comprehending early acquired wh-words (who, what, where

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