Verbal Text Features in Children’s Literature
DOI:
https://doi.org/10.37547/ijll/Volume05Issue05-10Keywords:
Children’s literature, verbal features, repetitionAbstract
This article explores the linguistic characteristics commonly found in children’s literature, emphasizing their role in cognitive and linguistic development among young readers. Employing qualitative content analysis, the research examines ten acclaimed children’s picture books, identifying how simplicity in vocabulary and sentence structure, repetition, rhythmic and rhyming patterns, and text-illustration integration enhance engagement and comprehension. Findings demonstrate that these features significantly support children’s language acquisition and cognitive growth, providing essential insights for educators and authors in creating effective and engaging children’s literature.
References
Nikolajeva, M. (2003). Verbal and Visual Literacy: The Role of Picturebooks in Children’s Reading Experiences. Children’s Literature in Education, 34(3), 221–232.
Pantaleo, S. (2015). Exploring Visual and Verbal Texts in Children’s Literature. ERIC. https://eric.ed.gov/?id=ED558146
Nodelman, P. (2008). The Hidden Adult: Defining Children’s Literature. Johns Hopkins University Press.
Seuss, Dr. (1960). Green Eggs and Ham. Random House.
Martin Jr., B., & Archambault, J. (1989). Chicka Chicka Boom Boom. Simon & Schuster.
Carle, E. (1969). The Very Hungry Caterpillar. World Publishing Company.
Donaldson, J., & Scheffler, A. (1999). The Gruffalo. Macmillan Children’s Books.
Rosen, M., & Oxenbury, H. (1989). We’re Going on a Bear Hunt. Walker Books.
Brown, M. W., & Hurd, C. (1947). Goodnight Moon. Harper & Brothers.
Sendak, M. (1963). Where the Wild Things Are. Harper & Row.
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Copyright (c) 2025 Khudoyberganova Sevara Ilkhomjanovna
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