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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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Financial concern reduces child directed speech in a socioeconomically diverse sample
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Smith, J., Sulek, R., Wert, K. V. D., Cincotta-Lee, O., Green, C. C., Bent, C. A., Chetcuti, L., & Hudry, K. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05706-9 · Cited by 15
“, syntactic and semantic diversity) of adult language input during early interactions shape children’s early language trajectories (Rowe, 2012; Smith et al., 2021).”
BackgroundInfant placement and language exposure in daily life
Malachowski, L. G., Salo, V. C., Needham, A. W., & Humphreys, K. L. (2023) · Infant and Child Development · doi:10.1002/icd.2405 · Cited by 15
“…to a ‘ lan-guage-rich ’ environment is prospectively associated with skills in a number of language-relevant domains, including word knowledge, language processing and reading (Golinkoff et al., 2018; Hoff, 2003; Rowe, 2013; Wang et al., 2020; Weisleder & Fernald, 2013; Zauche et al., 2016).”
BackgroundThe home language environment and early language ability in rural Southwestern China
Zhang, X., Ma, Y., Feng, T., Zhang, V., Wu, X., Li, M., Li, Q., Thani, Z., Pappas, L., Dill, S., et al. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1010442 · Cited by 15
“…early language abilities, however, studies have found that parent education does significantly and positively correlate to the quantity of words spoken to children, such that the more years of schooling correlates to higher counts of words spoken (Hoff, 2003; Huttenlocher et al., 2010; Rowe, 2012).”
BackgroundInfluentialChinese parents’ support of preschoolers’ mathematical development
Yang, Q. T., Star, J. R., Harris, P. L., & Rowe, M. L. (2023) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2023.105753 · Cited by 17
Zuniga‐Montanez, C., Davies, C. E., Ligoxygakis, L., Kašćelan, D., & Gonzalez‐Gomez, N. (2024) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.14102 · Cited by 17
Children's executive and social functioning and family context as predictors of preschool vocabulary
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Grøver, V., Uccelli, P., Rowe, M. L., & Lieven, E. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316718537.002 · Cited by 18
Couple relationship quality and the infant home language environment: Gender-specific findings.
Fink, E., Browne, W. V., Kirk, I., & Hughes, C. H. (2019) · Journal of Family Psychology · doi:10.1037/fam0000590 · Cited by 18
“…studies of conversational contributions to children’s cognitive development rely heavily on brief home- or laboratory-based observations of parent-child interactions (e.g., Hirsh-Pasek et al., 2015; Huttenlocher, Waterfall, Vasilyeva, Vevea, & Hedges, 2010; Rowe, 2008, 2012; Weizman & Snow, 2001).”
BackgroundInfluentialThe Dimensionality of Oral Language Ability: Evidence From Young Greek Children
Mouzaki, A., Spyropoulou, E., Ralli, A. M., Antoniou, F., Diamanti, V., & Papaioannou, S. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-19-00008 · Cited by 15
Mitsven, S. G., Perry, L. K., Tao, Y., Elbaum, B. E., Johnson, N. F., & Messinger, D. S. (2021) · Developmental Science · doi:10.1111/desc.13177 · Cited by 15
“A robust body of work has highlighted the quantity of children’s early language input and production as important predictors of future languageproficiency, school readiness, andacademic achievement (Hart& Risley, 1995; Rowe, 2012;Weisleder & Fernald, 2013).”
BackgroundSmith, J., Chetcuti, L., Kennedy, L. J., Varcin, K. J., Slonims, V., Bent, C. A., Green, J., Iacono, T. A., Pillar, S. V., Taylor, C., et al. (2022) · Autism Research · doi:10.1002/aur.2879 · Cited by 19
“Various features of caregiver interaction behavior—including the quantity, quality, and responsiveness of adult communicative and linguistic contributions during caregiver-child interactions—are proposed to shape infants’ early language trajectories (Naigles, 2013; Rowe, 2012; Smith et al., 2021).”
BackgroundLongobardi, E., Spataro, P., Putnick, D. L., & Bornstein, M. H. (2015) · Language Learning and Development · doi:10.1080/15475441.2015.1048339 · Cited by 15
“…sessions (14, 18, 22, 26, and 30 months) in three quantitative measures of caregivers’ language (word tokens, number of utterances and number of sentences), and Rowe (2012) found no significant increases in the number of word tokens directed to children from 18 to 30 and 30 to 42 months of age.”
BackgroundResultInfluentialLow- and high-text books facilitate the same amount and quality of extratextual talk
Muhinyi, A., & Hesketh, A. (2017) · First Language · doi:10.1177/0142723717697347 · Cited by 14
“This is important, as children’s exposure to and ability to engage in abstract language use has been linked to their later vocabulary, narrative, print and literacy skills (Peterson & McCabe, 1994; Rowe, 2012; Snow, 1991).”
BackgroundPromoting Word Consciousness to Close the Vocabulary Gap in Young Word Learners
Neugebauer, S. R., Gámez, P. B., Coyne, M. D., Cólon, I. T., McCoach, D. B., & Ware, S. M. (2017) · The Elementary School Journal · doi:10.1086/692986 · Cited by 15
“Each transcript was carefully reviewed for accuracy by an independent and reliable transcriber who received extensive training—30 to 40 hours (see Rowe, 2012)—with reliability testing including 90% agreement on independently transcribed files.”
MethodDecontextualized talk in caregivers’ input to 12-month-old children during structured interaction
Grimminger, A., Rohlfing, K. J., Lüke, C., Liszkowski, U., & Ritterfeld, U. (2019) · Journal of Child Language · doi:10.1017/s0305000919000710 · Cited by 15
“In the same vein, Rowe (2012) reported relations between decontextualized language in the input toward children aged 3;6 and their word comprehension at 4;6.”
BackgroundMethodResultInfluentialWehmeier, C. M. (2019) · ZAS Papers in Linguistics · doi:10.21248/zaspil.62.2019.443 · Cited by 14
“…quality (Cartmill, Armstrong, Gleitman, GoldinMeadow, Medina & Trueswell 2013, Goldin-Meadow, Levine, Hedges, Huttenlocher, Raudenbush & Small 2014, Rowe 2012); these children are worse off in both quantity and quality of their linguistic input (Pace, Luo, Hirsh-Pasek & Michnick Golinkoff 2017).”
BackgroundSalo, V. C., King, L. S., Gotlib, I. H., & Humphreys, K. L. (2022) · Infancy · doi:10.1111/infa.12487 · Cited by 15
Parental Linguistic Inputs to Toddlers with Cochlear Implants during Parent-Toddler Interaction
Lee, Y., Park, H., Sim, H. S., & Lee, Y. (2022) · Eon'eo cheong'gag jang'ae yeon'gu/Communication sciences & disorders · doi:10.12963/csd.22892 · Cited by 14
“부모와 영유아 간의 상호작용은 영유아의 언어발달에 영향을 준다(Hart & Risley, 1995; Rowe, 2012; Weizman & Snow, 2001).”
InfluentialMasek, L. R., Weiss, S. M., McMillan, B. T. M., Paterson, S., Golinkoff, R. M., & Hirsh‐Pasek, K. (2022) · Developmental Science · doi:10.1111/desc.13338 · Cited by 20
Socio-Economic Status and Language Development in Hearing Loss: A Critical Appraisal
Βinos, P., Papastefanou, T., & Psillas, G. (2023) · Audiology Research · doi:10.3390/audiolres13010015 · Cited by 14
“Recent studies reveal that child-directed speech quality is more helpful to infants and young children than quantity per se and parents’ vocabulary diversity at 30 months predicted children’s vocabulary at 42 months [47,48].”
BackgroundModeling early phonetic acquisition from child-centered audio data
Lavechin, M., de Seyssel, M., Métais, M., Metze, F., Mohamed, A., Bredin, H., Emmanuel Dupoux, A., & Cristià, A. (2024) · Cognition · doi:10.1016/j.cognition.2024.105734 · Cited by 23
Chen, Y., Cabrera, N., Sudduth, C., & Reich, S. M. (2024) · Infant and Child Development · doi:10.1002/icd.2516 · Cited by 15
“We also controlled for highest parent education and parent quantity of speech because these variables have been associated with children’s language skills (Rowe, 2008, 2012).”
More Than “Try This at Home”—Including Parents in Early Intervention
Roberts, M. Y., Hensle, T., & Brooks, M. K. (2016) · Perspectives of the ASHA Special Interest Groups · doi:10.1044/persp1.sig1.130 · Cited by 14
Beecher, C. C., & Pay, C. K. V. (2019) · Child & Youth Care Forum · doi:10.1007/s10566-019-09507-7 · Cited by 18
“Some researchers have theorized that variations in parent knowledge of child development underlie the differences observed between parents in the quantity and quality of enriching activities and interactions parents provide (Rowe 2012; Suskind et al.”
BackgroundInfluentialPrint exposure predicts pronoun comprehension strategies in children
Arnold, J. E., Castro‐Schilo, L., Zerkle, S. A., & Rao, L. (2019) · Journal of Child Language · doi:10.1017/s0305000919000102 · Cited by 15
“For example, in a longitudinal study, Rowe (2012) found that the quantity and quality of vocabulary in parental speech predicted vocabulary one year later, controlling for SES and other factors.”
BackgroundCommunicative functions of parents’ child-directed speech across dyadic and triadic contexts
Nandy, A., Nixon, E., & Quigley, J. (2021) · Journal of Child Language · doi:10.1017/s030500092000080x · Cited by 20
“Referred to as ‘referential’ or ‘didactic’ speech, statements such as “this is a blue fish” or “the teddy is feeling cold” expose children to different word types and classes (Kuchirko et al., 2020), thereby contributing to their vocabulary growth (Huttenlocher et al., 2010; Rowe, 2012).”
BackgroundHow Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
Benitez, V. L., Castellana, M. A., & Potter, C. E. (2022) · Languages · doi:10.3390/languages7010069 · Cited by 13
Weiss, Y., Huber, E., Ramírez, N. F., Corrigan, N. M., Yarnykh, V. L., & Kuhl, P. K. (2022) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2022.922552 · Cited by 14
“Linguistic quality of parental speech, including lexical and syntactic diversity, complexity, and narrative content (Huttenlocher et al., 1991, 2002, 2010; Tabors et al., 2001; Pan et al., 2005; Rowe, 2012; Song et al., 2014; Hsu et al., 2017; Uccelli et al., 2019; Leech, 2021) has also been shown to correlate with ch…”
BackgroundSalo, V. C., Debnath, R., Rowe, M. L., & Fox, N. A. (2022) · Developmental Psychology · doi:10.1037/dev0001493 · Cited by 14
Luckhurst, J. A., Lauback, C. W., & VanSkiver, A. P. U. (2013) · The Volta Review · doi:10.17955/tvr.113.1.729 · Cited by 14
Infant Emotion Development and Temperament
Aktar, E., & Pérez‐Edgar, K. E. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108351959.026 · Cited by 17
Processes and pathways in development via digital media: Examples from word learning
Kucker, S. C. (2021) · Infant Behavior and Development · doi:10.1016/j.infbeh.2021.101559 · Cited by 14
Doing and Undoing Bilingualism in Education
García, O., & Tupas, R. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316831922.021 · Cited by 18
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Povenmire, J. (2020) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2020.1718596 · Cited by 16
Tsui, R. K. Y., Gonzalez‐Barrero, A. M., Schott, E., & Byers‐Heinlein, K. (2021) · doi:10.1016/j.cognition.2022.105084 · Cited by 14
van Witteloostuijn, M., Haggiyannes, A., de Bree, E. H., & Blom, E. (2025) · Journal of Speech Language and Hearing Research · doi:10.1044/2024_jslhr-24-00529 · Cited by 16
McCormick, M. P., Pralica, M., Guerrero-Rosada, P., Weiland, C., Hsueh, J., Condliffe, B., Sachs, J., & Snow, C. E. (2020) · American Educational Research Journal · doi:10.3102/0002831220944908 · Cited by 13
“…to cognitively stimulating activities, such as reading, engaging in high-quality conversations with adults, discussing mathematical concepts with adults, and visiting libraries, historic sites or museums (Bassok et al., 2016; Bradley et al., 2001; Gershenson, 2013; Kalil et al., 2016; Rowe, 2012).”
BackgroundHilvert, E., LORANG, E., Maltman, N., & Sterling, A. M. (2022) · Journal of Child Language · doi:10.1017/s0305000922000046 · Cited by 13
Relations Among Self-Reported Maternal Stress, Smartphone Use, and Mother–Child Interactions
Uzundağ, B. A., Oranç, C., Keşşafoğlu, D., & Altundal, M. N. (2022) · Journal of Child and Family Studies · doi:10.1007/s10826-022-02371-5 · Cited by 13
“Parentchild interaction is crucial to the development of many cognitive skills including language and communication (Golinkoff et al., 2015; Rowe, 2012; Tamis‐LeMonda et al., 2001), executive functions (Hammond et al., 2012), theory of mind (Adrián et al., 2007; Ruffman et al., 2002), and…”
BackgroundThe Effectiveness of Museum Intervention on Parent–Child Conversations: A Meta-Analysis
Kupiec, K., Malmberg, L., & Mathers, S. J. (2022) · Visitor Studies · doi:10.1080/10645578.2022.2142926 · Cited by 13
“That effects were greater for parent than child outcomes could be a function of the fact that conversational input is a catalyst in changing children’s output (Romeo et al., 2018; Rowe, 2012).”
BackgroundInfluentialAlam, M. J. (2023) · International Journal of Early Childhood · doi:10.1007/s13158-023-00352-3 · Cited by 18
“According to Rowe (2012), the parent’s relationship with their child is very significant for the linguistic flourishment of pre-school children.”
Cheung, R. W., Willan, K., Dickerson, J., & Bowyer‐Crane, C. (2023) · BMJ Paediatrics Open · doi:10.1136/bmjpo-2022-001764 · Cited by 13
“A sensitivity analysis was carried out, testing the value of maternal mental health variables (Patient Healthcare Questionnaire-8”
MethodChen, Y., Cabrera, N., & Reich, S. M. (2023) · Infant Behavior and Development · doi:10.1016/j.infbeh.2023.101894 · Cited by 17
Harmonious bilingual experience and child wellbeing: a conceptual framework
Sun, H. Q. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1282863 · Cited by 13
“Mothers with high L2 proficiency were found to have a larger vocabulary size (Bialystok, 2009) and use more varied and complex words with their children (Rowe, 2012; Hoff et al., 2020).”
BackgroundGöksun, T., Aktan‐Erciyes, A., Karadöller, D. Z., & Demir‐Lira, Ö. E. (2024) · Child Development Perspectives · doi:10.1111/cdep.12524 · Cited by 15
“Children's language development is significantly influenced by language quantity (i.e., the total number of words, utterances, or phrases directed at the child) and quality (i.e., the complexity and diversity of the language input they receive from their parents; Hoff & Naigles, 2002; Rowe, 2012).”
BackgroundNouns and Verbs in Parent Input in American Sign Language during Interaction among Deaf Dyads
Fieldsteel, Z., Bottoms, A., & Lieberman, A. M. (2020) · Language Learning and Development · doi:10.1080/15475441.2020.1784737 · Cited by 13
“The quality and quantity of parent language input significantly affect children’s vocabulary development (e.g., Huttenlocher et al., 1991; Rowe, 2012).”
BackgroundMarchman, V. A., Weisleder, A., Hurtado, N., & Fernald, A. E. (2020) · Journal of Child Language · doi:10.1017/s0305000920000380 · Cited by 13
“…quantity of talk is correlated with features of that talk (e.g., lexical diversity, syntactic complexity), research suggests that properties of caregiver speech and of caregiver-child conversations predict child language outcomes over and above quantity alone (Rowe, 2012; Hirsh-Pasek et al., 2015).”
BackgroundMai, Z., & Yip, V. (2022) · International Journal of Bilingual Education and Bilingualism · doi:10.1080/13670050.2022.2060037 · Cited by 21
“…conversations, score higher in standardized assessments such as the Peabody Picture Vocabulary Test (PPVT, Dunn and Dunn 1997) and process spoken words faster in looking-while-listening paradigms (Pan et al. 2005; Hurtado, Marchman, and Fernald 2008; Rowe 2012; Weisleder and Fernald 2013).”
BackgroundCunningham, J. E., Chow, J. C., Artman-Meeker, K., Taylor, A. L., Hemmeter, M. L., & Kaiser, A. P. (2022) · Infants & Young Children · doi:10.1097/iyc.0000000000000232 · Cited by 13
“Finally, as children’s language develops through toddlerhood and beyond, high-quality language support also includes modeling language and conversational topics that move from the here and now to more the abstract and decontextualized (Rowe, 2012).”
BackgroundRothstein, J. D., Buckland, A. J., Gagnier, K. M., Ochoa, M., Allen-Valley, A., Jivapong, B., Cabrera, L. Z., Leontsini, E., & Fisher, K. R. (2021) · BMC Public Health · doi:10.1186/s12889-020-10119-3 · Cited by 16
Vernon‐Feagans, L., Carr, R. C., Bratsch‐Hines, M., & Willoughby, M. T. (2022) · Developmental Psychology · doi:10.1037/dev0001080 · Cited by 17
Language Choice in Bilingual Interaction
Houwer, A. D. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316831922.018 · Cited by 14
Socioeconomic Deprivation Detrimentally Influences Language Outcomes in Toddlers With Cleft Palate
Fujiki, R. B., Lien, K. M., Munday, J. H., & Thibeault, S. L. (2024) · Journal of Speech Language and Hearing Research · doi:10.1044/2024_jslhr-24-00060 · Cited by 13
Mathers, S. J., Kolancalı, P., Jelley, F., Singh, D., Hodgkiss, A., Booton, S. A., Malmberg, L., & Murphy, V. A. (2025) · Educational Research Review · doi:10.1016/j.edurev.2025.100665 · Cited by 15
Rowe, M. L. (2015) · Journal of Child Language · doi:10.1017/s030500091400066x · Cited by 12
An investigation into maternal use of telegraphic input to children with Down syndrome
Lorang, E. K., Venker, C. E., & Sterling, A. M. (2019) · Journal of Child Language · doi:10.1017/s0305000919000503 · Cited by 12
“In children with TD, the linguistic quality of parent input, such as lexical diversity, is predictive of later child language skills (Rowe, 2012).”
BackgroundThe Mandarin ba-construction in school-age heritage speakers and their parental input
Mai, Z., Zhao, L., & Yip, V. (2021) · Linguistic Approaches to Bilingualism · doi:10.1075/lab.18025.mai · Cited by 12
“How will you construct a pathway system?”: Microanalysis of teacher-child scientific conversations
Haber, A. S., Puttre, H., Ghossainy, M. E., & Corriveau, K. H. (2021) · Journal of Childhood Education & Society · doi:10.37291/2717638x.202123117 · Cited by 15
“These results are consistent with previous work (e.g., Callanan & Oakes, 1992; Leech et al., 2020; Rowe, 2012; Tabors et al., 2001) demonstrating that explanatory talk is quite rare in everyday parent-child conversations, even when families are taught an inquiry-based intervention (e.g.,…”
ResultLarson, A. L., Baralt, M., Hokenson, J., Hammer, C. S., Barrett, T., & DeVilbiss, N. (2022) · American Journal of Speech-Language Pathology · doi:10.1044/2021_ajslp-21-00094 · Cited by 12
Regimes of motherhood: Social class, the word gap and the optimisation of mothers’ talk
Allen, A., & Spencer, S. (2022) · The Sociological Review · doi:10.1177/00380261221104378 · Cited by 13
“…vocabulary, syntax and language processing skills (Gilkerson et al., 2017; Hoff, 2003; Huttenlocher et al., 2010; Rodriguez & Tamis-LeMonda, 2011; Rowe, 2012, 2018) as well as cognitive skills such as executive function (Sarsour et al., 2011), mathematical skills (Levine et al., 2010) and…”
BackgroundVenker, C. E., & Johnson, J. R. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.929589 · Cited by 12
“Understanding the impact of electronic toys on parent spoken language is important, given robust evidence that child language outcomes are closely linked with the quality and quantity of parent language input they receive (Hart and Risley, 1995; Hoff and Naigles, 2002; Huttenlocher et al., 2010; Rowe, 2012; Adamson et…”
BackgroundLeech, K. A., Rowe, M. L., & Huang, Y. T. (2016) · Journal of Child Language · doi:10.1017/s0305000916000210 · Cited by 12
Bilingualism and Bidialectalism
Chevrot, J., & Ghimenton, A. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316831922.026 · Cited by 17
Living in Pasteur’s Quadrant: How Conversational Duets Spark Language at Home and in the Community
Hirsh‐Pasek, K., Alper, R. M., & Golinkoff, R. M. (2018) · Discourse Processes · doi:10.1080/0163853x.2018.1442114 · Cited by 12
“…as high-quality early language interactions beyond just the quantity of words children hear (Cartmill et al., 2013; Goldin-Meadow et al., 2014; Rowe, 2012), hence a focus on interaction quality, language at the discourse level, and what in our research we have termed the “conversational duet”…”
BackgroundInfluentialParent education to improve early language development: A preliminary evaluation of LENA StartTM
Elmquist, M., Finestack, L. H., Kriese, A., Lease, E. M., & McConnell, S. R. (2020) · Journal of Child Language · doi:10.1017/s0305000920000458 · Cited by 12
“…parent-child interactions, and socioeconomic status [SES]; Brito, 2017; Fernald, Marchman & Weisleder, 2013; Hart & Risley, 1995; Kuhl, 2010; Rowe, 2012), and the relation of early language development to later achievement (e.g., literacy development and academic success; Fernald &…”
BackgroundSeven, Y., Ferron, J. M., & Goldstein, H. (2020) · Journal of Speech Language and Hearing Research · doi:10.1044/2020_jslhr-20-00206 · Cited by 12
Hu, J., Degotardi, S., Torr, J., & Han, F. (2019) · Early Education and Development · doi:10.1080/10409289.2019.1607449 · Cited by 12
“Rowe (2012) investigated parents’ use of decontextualized language such as explanation, narrative and definition and its influence on children’s subsequent ability to use these language forms.”
BackgroundInfluentialPreparing Pre-Service Early Childhood Teachers to Support Child Language Development
Grifenhagen, J. F., & Dickinson, D. K. (2021) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2021.2015491 · Cited by 11
“For example, adults’ intentional and incidental teaching of vocabulary words relates to children’s growth in vocabulary knowledge (e.g., Rowe, 2012; Wasik, Hindman, & Snell, 2016; Weizman & Snow, 2001).”
BackgroundDeoni, S., Burton, P., Beauchemin, J., Cano-Lorente, R., Both, M. D. D., Johnson, M. M., Ryan, L., & Huentelman, M. J. (2022) · Brain Structure and Function · doi:10.1007/s00429-022-02595-7 · Cited by 11
Markfeld, J. E., Feldman, J. I., Bordman, S. L., Daly, C., Santapuram, P., Humphreys, K. L., Keçeli-Kaysılı, B., & Woynaroski, T. G. (2022) · Journal of Speech Language and Hearing Research · doi:10.1044/2022_jslhr-22-00154 · Cited by 15
“…language learning across risk groups (e.g., Bang & Nadig, 2015; Choi, Nelson et al., 2020; Gilkerson et al., 2018; Hirsh-Pasek et al., 2015; Hoff, 2006; Rowe, 2012) and furthers our understanding of how caregiver stress may influence later language outcomes in young children (Swanson et al., 2019).”
BackgroundTulviste, T., & Tamm, A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1175084 · Cited by 11
“Considering that parents’ vocabulary diversity rather than input quantity has been found to predict children’s language learning in toddlers and preschoolers (Rowe, 2012; Anderson et al., 2021), we focused on the use of different words by mothers.”
BackgroundInfluentialMa, Y., Zhang, X., Pappas, L., Rule, A., Gao, Y., Dill, S., Feng, T., Zhang, Y., Wang, H., Cunha, F., et al. (2023) · Child Development · doi:10.1111/cdev.14034 · Cited by 12
Neumann, H., Daseking, M., Thiels, C., Köhler, C., & Lücke, T. (2024) · Epilepsy & Behavior · doi:10.1016/j.yebeh.2023.109596 · Cited by 11
Martins, A. R., Franco, E. C., & Caldana, M. D. L. (2015) · Revista CEFAC · doi:10.1590/1982-021620152614 · Cited by 11
“Aline Martins(1), Elen Caroline Franco(1), Magali de Lourdes Caldana(3)”
Backgroundde la Rie, S., van Steensel, R., van Gelderen, A. J. S., & Severiens, S. E. (2020) · Journal of Research in Reading · doi:10.1111/1467-9817.12294 · Cited by 11
“Differences in emergent literacy skills are affected by the quantity of home literacy activities (how often do parents and children engage in literacy-related activities?) and the quality of these activities, in particular the quality of parent–child interactions (Rowe, 2012).”
BackgroundCross-Cultural Perspectives on Parent–Infant Interactions
Bornstein, M. H., & Esposito, G. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108351959.029 · Cited by 12
Validation of the Language ENvironment Analysis (LENA) system for Dutch
Bruyneel, E., Demurie, E., Boterberg, S., Warreyn, P., & Roeyers, H. (2020) · Journal of Child Language · doi:10.1017/s0305000920000525 · Cited by 13
“, diversity and sophistication) of language input given by a caregiver influence language development in young children (Huttenlocher, Haight, Bryk, Seltzer & Lyons, 1991; Rowe, 2012; Warlaumont, Richards, Gilkerson & Oller, 2014; Weisleder & Fernald, 2013; Zimmerman, Gilkerson, Richards, Christakis, Xu, Gray & Yapane…”
BackgroundSims, J., & Coley, R. L. (2015) · Early Education and Development · doi:10.1080/10409289.2016.1091973 · Cited by 13
“…Adamson, & Bakeman, 2006), future research may consider whether the quality of parental inputs differs across ethnic/language subgroups in song singing, book reading, and storytelling inputs as well as in broader language exchanges, such as conversation during daily activities (Rowe, 2012).”
BackgroundInfluentialParenting: Talking with Children Across Cultural Contexts
Tulviste, T. (2019) · Springer eBooks · doi:10.1007/978-3-030-27033-9_10 · Cited by 11
Shin, S. Y., Leech, K. A., & Rowe, M. L. (2020) · Cognitive Development · doi:10.1016/j.cogdev.2020.100910 · Cited by 11
Decontextualized language use during Chinese and American caregiver-child interactions
Wei, R., Leech, K. A., & Rowe, M. L. (2020) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2020.101214 · Cited by 11
Early word‐learning skills: A missing link in understanding the vocabulary gap?
Shavlik, M., Davis-Kean, P. E., Schwab, J. F., & Booth, A. E. (2020) · Developmental Science · doi:10.1111/desc.13034 · Cited by 11
Longitudinal data collection to follow social network and language development dynamics at preschool
Dai, S., Bouchet, H., Karsai, M., Chevrot, J., Eric Fleury, B., & Nardy, A. (2022) · Scientific Data · doi:10.1038/s41597-022-01756-x · Cited by 11
Kobaş, M., Aktan‐Erciyes, A., & Göksun, T. (2021) · Infant and Child Development · doi:10.1002/icd.2243 · Cited by 10
Father and Toddler Language During Shared Book Reading with Text‐Based and Wordless Picture Books
Conica, M., Kelly, L. J., Nixon, E., & Quigley, J. (2023) · Reading Research Quarterly · doi:10.1002/rrq.501 · Cited by 12
Nelson, P. M., & Demir‐Lira, Ö. E. (2023) · Pediatric Research · doi:10.1038/s41390-023-02642-x · Cited by 10
Vocabulary interventions for second language (L2) learners up to six years of age
Hjetland, H. N., Hofslundsengen, H. C., Klem, M., Karlsen, J., Hagen, Å. M. M., Engevik, L. I., Geva, E., Norbury, C., Monsrud, M.-B., & Næss, K.-A. B. (2023) · Cochrane Database of Systematic Reviews · doi:10.1002/14651858.cd014890.pub2 · Cited by 16
Identifying parental math talk styles and relations to child talk and skills
McGregor, R., Leyva, D., & Libertus, M. E. (2023) · Cognitive Development · doi:10.1016/j.cogdev.2023.101398 · Cited by 10
Linking acoustic variability in the infants' input to their early word production
Bulgarelli, F., & Bergelson, E. (2024) · Developmental Science · doi:10.1111/desc.13545 · Cited by 10
Schneider, J. M., Kim, J., Poudel, S., Lee, Y. S., & Maguire, M. J. (2024) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2024.101468 · Cited by 12
“Specifically, higher maternal education is linked to children hearing more diverse words (Rowe, 2012), more complex syntax (Huttenlocher et al., 2002; 2007; 2010), and experiencing more conversational turns (Ferjan-Ramírez et al., 2020; Hirsh-Pasek et al., 2015; Romeo et al., 2018; Rowe, 2008;…”
Jones, G., Cabiddu, F., & Avila‐Varela, D. S. (2020) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2020.104922 · Cited by 9
The Role of Context in Language Development for Children With Autism Spectrum Disorder
Pérez, P. S., Nordahl‐Hansen, A., & Kaale, A. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.563925 · Cited by 10
“In typical development, variables such as the socioeconomic status of the main caregiver (e.g., Hoff, 2003; Rowe, 2012; Schwab and Lew-Williams, 2016) influence the early language of the child.”
BackgroundMcloughlin, N. C., Finiasz, Z., Sobel, D. M., & Corriveau, K. H. (2021) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2021.105183 · Cited by 10
Characterizing the Richness of Maternal Input for Word Learning in Neurogenetic Disorders
Mattie, L. J., & Hadley, P. A. (2021) · Seminars in Speech and Language · doi:10.1055/s-0041-1730914 · Cited by 10
“As children are learning their first words, the amount of speech children are exposed to has been linked to differences in toddlers’ vocabulary growth.(6,7,65) Measures used in studies of linguistic input tend to be based on the number of total words.”
BackgroundVerhagen, J., Stiphout, M., & Blom, E. (2021) · Journal of Child Language · doi:10.1017/s0305000921000635 · Cited by 10
“…that children from lower socio-economic backgrounds generally are exposed to less diverse and less sophisticated vocabulary (Huttenlocher , Waterfall, Vasilyeva, Vevea, & Hedges, 2010) and less decontextualized input (Rowe, 2012), which, in turn, are related to vocabulary development (Rowe, 2012).”
Kolak, J., Monaghan, P., & Taylor, G. (2022) · Journal of Child Language · doi:10.1017/s0305000922000198 · Cited by 6
“Importantly, high quality language input is seen as providing variety of vocabulary (see Rowe, 2012, for a review), which will be reflected on: (a) an input source level (each sample of CDS, each book, and each app): more range and complexity of grammatical constructions; (b) a sentence level:…”
BackgroundParental input during book reading and toddlers' elicited and spontaneous communicative interactions
Ünlütabak, B., Aktan‐Erciyes, A., Yilmaz, D. V., Kandemir, S., & Göksun, T. (2022) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2022.101436 · Cited by 11
Öberg, L., & Bohnacker, U. (2022) · Languages · doi:10.3390/languages7030204 · Cited by 10
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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