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A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development.
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Quantity and quality of caregiver input was examined longitudinally in a sample of 50 parent-child dyads to determine which aspects of input contribute most to children's vocabulary skill across early development. Measures of input gleaned from parent-child interactions at child ages 18, 30, and 42months were examined in relation to children's vocabulary skill on a standardized measure 1year later (e.g., 30, 42, and 54months). Results show that controlling for socioeconomic status, input quantity, and children's previous vocabulary skill; using a diverse and sophisticated vocabulary with toddlers; and using decontextualized language (e.g., narrative) with preschoolers explains additional variation in later vocabulary ability. The differential effects of various aspects of the communicative environment at several points in early vocabulary development are discussed.
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“There is evidence that mothers may exhibit less responsive parenting toward male versus female children 30 and that parenting behavior may have a greater impact on children ' s language skills at certain developmental stages of language. 31”
From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [31]
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“…of evidence suggests that children’s early language environments are intimately associated with their trajectories of language development, which in turn predict cognitive and academic development across childhood (Gilkerson et al., 2018; Huttenlocher et al., 2002; Rowe, 2012; Walker et al., 1994).”
Semenov, A. D. (2021) · University of Minnesota Digital Conservancy (University of Minnesota) · Cited by 1
Alfabetización emergente: sentar las bases para aprender a leer
Coch, D., & Molins, L. L. (2022) · Journal of Neuroeducation · doi:10.1344/joned.v2i2.38776 · Cited by 3
“Es importante hablar con los niños y alrededor de ellos para desarrollar su voca - 15 Coch: Alfabetización emergente: sentar las bases para aprender a leer EDITORIAL con niños en edad preescolar también influye en la capacidad de vocabulario posterior, más allá de la cantidad 27 .”
Deoni, S., Burton, P., Beauchemin, J., Cano-Lorente, R., Both, M. D. D., Johnson, M. M., Ryan, L., & Huentelman, M. J. (2022) · Research Square · doi:10.21203/rs.3.rs-2002708/v1 · Cited by 2
The everyday speech environments of preschoolers with and without cochlear implantsPreprint
Cychosz, M., Edwards, J., Munson, B., Romeo, R. R., Kosie, J. E., & Newman, R. S. (2023) · doi:10.31234/osf.io/kvzt4 · Cited by 1
Courtier, P. (2019) · theses.fr (ABES) · doi:10.70675/42da4bccz458fz4926z892ez2baec0cd1f73 · Cited by 1
Ho, A. (2015) · Scholars Commons (Wilfrid Laurier University)
Furstenberg, F. F. (2015) · Research in Human Development · doi:10.1080/15427609.2015.1068041
“At Nathan Fox’s suggestion, we added a talented young developmental psychologist, then at Maryland and now at the Harvard School of Education, Meredith Rowe who had done path-breaking research on parental interactions and child development in infancy (Rowe, 2012; Rowe & Goldin-Meadows, 2009).”
BackgroundTaguchi, C. (2014) · QSpace (Queen's University Library)
Influence of Early Language Exposure on Children's Cognitive and Language Development
Head, L. M., & Mahoney, A. D. (2016) · Sigma Theta Tau International's 26th International Nursing Research Congress
Hagen, A. (2015) · NORA - Norwegian Open Research Archives
Metadata
- Authors
- Rowe, M. L.
- Affiliations
- University of Maryland, College Park (US)
- Corresponding author
- Rowe, Meredith L
- ORCID
- Rowe, Meredith L
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2012-09-01
- Volume
- 83
- Issue
- 5
- Pages
- 1762-1774
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- PMC
- PMC3440540
- OpenAlex
- W2125766564
- Cited by
- 1,258
- References
- 52
- Citations by year
- 2026: 81 · 2025: 106 · 2024: 132 · 2023: 114 · 2022: 131 · 2021: 127 · 2020: 148 · 2019: 132 · 2018: 95 · 2017: 62 · 2016: 49 · 2015: 41 · 2014: 20 · 2013: 11 · 2012: 4
- FWCI
- 48.70
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Digital Access to Scholarship at Harvard (DASH) (Harvard University) (submittedVersion, cc-by)
- Funders
- National Institute of Child Health and Human Development (P01 HD 40605)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R00HD055522, K99/R00HD055522, P01HD040605, K99HD055522, P01 HD406-05)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- child-directed speech, caregiver input, vocabulary development, parent-child interaction, input quantity, input quality, narrative, socioeconomic status, toddlers, preschool children, early childhood language development
- MeSH terms
- Child, Child Language, Child, Preschool, Humans, Language Development, Longitudinal Studies, Parents, Socioeconomic Factors, Speech, Vocabulary
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