Show simple item record

dc.contributor.authorNeumann, Michelleen_US
dc.contributor.authorNeumann, Daviden_US
dc.date.accessioned2017-05-03T12:21:24Z
dc.date.available2017-05-03T12:21:24Z
dc.date.issued2012en_US
dc.date.modified2013-08-29T22:17:48Z
dc.identifier.issn00094056en_US
dc.identifier.doi10.1080/00094056.2012.643712en_US
dc.identifier.urihttp://hdl.handle.net/10072/47260
dc.description.abstractPsycholinguistics coined the term idiomorph to describe idiosyncratic invented word-like units that toddlers use to refer to familiar objects during their early language development (Haslett & Samter, 1997; Otto, 2008; Reich, 1986; Scovel, 2004; Werner & Kaplan, 1963). Idiomorphs act as "words" because their meanings and phonetic pronunciations are stable and consistent (Haslett & Samter, 1997). Parents and family members often adopt idiomorphs, which can be intermingled with other words, to encourage their toddlers to communicate with them (Otto, 2008; Reich, 1986). As their language skills develop, children gradually replace the idiomorph with the correct verbal label for the object (Scovel, 2004). While young children have been reported to use idiomorphs in reference to objects, little has been written on how children use idiomorphs to refer to print. Recent research indicates that idiomorphs can play a role in early literacy development. This article summarizes research and provides practical examples using the observations of a young child. Speci? c examples show how parents and early childhood educators can use idiomorphs to develop a child's emergent literacy.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent168018 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom23en_US
dc.relation.ispartofpageto29en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalChildhood Educationen_US
dc.relation.ispartofvolume88en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducational Psychologyen_US
dc.subject.fieldofresearchcode170103en_US
dc.titleThe Role of Idiomorphs in Emergent Literacyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2012 Routledge, Taylor & Francis. This is an electronic version of an article published in Childhood Education, Volume 88, Issue 1, 2012, Pages 23-29. Childhood Education is available online at: http://www.tandfonline.com with the open URL of your article.en_US
gro.date.issued2012
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record