Cited by 1,258Language Development and DisordersChild and Animal Learning DevelopmentReading and Literacy Development

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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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Rowe, Meredith L·2012·Child Development

DOI 10.1111/j.1467-8624.2012.01805.xPMC PMC3440540

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Abstract

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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Background
Language development in children from different SES backgrounds
Vanormelingen, L., Faes, J., & Gillis, S. A. (2020) · Dutch Journal of Applied Linguistics · doi:10.1075/dujal.19032.van · Cited by 8
Neuroplasticity associated with changes in conversational turn-taking following a family-based intervention
Romeo, R. R., Leonard, J., Grotzinger, H., Robinson, S. T., Takada, M. E., Mackey, A. P., Scherer, E., Rowe, M. L., West, M. R., & Gabrieli, J. D. E. (2021) · DSpace@MIT (Massachusetts Institute of Technology) · Cited by 8
Early impact of the COVID-19 pandemic on promotion of infant activity, strength and communication: A qualitative exploration
Snyder, K., Chaudhary, P., Pereira, A., Masuda, K., Niski, J., & Dinkel, D. M. (2021) · Acta Psychologica · doi:10.1016/j.actpsy.2021.103480 · Cited by 8
“Further, diversity of caregiver vocabulary has been found to be predictive of child language (Rowe, 2012).”
Shared Multimodal Input Through Social Coordination: Infants With Monolingual and Bilingual Learning Experiences
Sun, L., Griep, C. D., & Yoshida, H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.745904 · Cited by 8
“The literature on bilingual children’s language development suggests the importance of the quantity and quality of linguistic input (Rowe, 2012; Hoff et al., 2014; Unsworth, 2016; Carroll, 2017; De Houwer et al., 2018) and reveals a close relationship between parent’s verbal input and children’s…”
BackgroundInfluential
Bilingualism and Multilingualism
Quay, S., & Montanari, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316831922.028 · Cited by 9
Naturalistic parent–child reading frequency and language development in toddlers with and without autism
Mathée‐Scott, J., & Weismer, S. E. (2022) · Autism & Developmental Language Impairments · doi:10.1177/23969415221136740 · Cited by 11
“These include parent education (Rindermann et al., 2015), as well as the quantity and quality of language input (Anderson et al., 2021; Gilkerson et al., 2018; Rowe, 2012; Weisleder & Fernald, 2013).”
Background
How adults understand what young children say
Meylan, S. C., Foushee, R., Wong, N. H., Bergelson, E., & Lévy, R. (2023) · Nature Human Behaviour · doi:10.1038/s41562-023-01698-3 · Cited by 8
“However, prior work has focused almost exclusively on adults’ role as speakers in child-centric interactions (Huttenlocher et al., 1991; Hart & Risley, 1995; Rowe, 2012; Golinkoff et al., 2019; Cartmill et al., 2013; Weizman & Snow, 2001; Newport, 1975; Bergelson et al., 2019; Cristia et al., 2019, though see Golinkof…”
Gender Differences in Beliefs about Infant-Directed Speech: The Role of Family Dynamics
Kennison, S. M., & Byrd‐Craven, J. (2015) · Child Development Research · doi:10.1155/2015/871759 · Cited by 10
Einstellungen zum Einbezug der Erstsprache im Kindergarten und deren Bedeutung für die Wortschatzentwicklung im Deutschen bei Kindern mit Migrationshintergrund
Kratzmann, J., Lehrl, S., & Ebert, S. (2013) · Frühe Bildung · doi:10.1026/2191-9186/a000100 · Cited by 8
The role of type of activity in parent–child interactions within a family literacy programme: comparing prompting boards and shared reading
de la Rie, S., van Steensel, R., van Gelderen, A. J. S., & Severiens, S. E. (2016) · Early Child Development and Care · doi:10.1080/03004430.2016.1248957 · Cited by 8
“Previous research has shown that both the quantity of home literacy activities (how often do parents engage in activities with their children) and the quality of these activities (in particular the quality of parent–child interactions) positively influence various literacy skills (Huttenlocher, Waterfall, Vasilyeva, V…”
Background
Communicative Function Use of Preschoolers and Mothers From Differing Racial and Socioeconomic Groups
Fannin, D. K., Barbarin, O. A., & Crais, E. R. (2018) · Language Speech and Hearing Services in Schools · doi:10.1044/2017_lshss-17-0004 · Cited by 8
“Thus, when considering the SES ‘word gap’ for children, these data still hold true to previous observations (Hart & Risley, 2003; Hoff, 2006; Morgan et al., 2015; Rowe, 2012; Tough, 1977) and support researchers’ assertions that SES is a robust variable that is not simply indicating confounded racial/ethnic difference…”
BackgroundResult
Put Your Data to Use: Entering the Real World of Children and Families
Hirsh‐Pasek, K., & Golinkoff, R. M. (2019) · Perspectives on Psychological Science · doi:10.1177/1745691618815161 · Cited by 8
Infant language predicts fathers’ vocabulary in infant-directed speech
Quigley, J., & Nixon, E. (2019) · Journal of Child Language · doi:10.1017/s0305000919000205 · Cited by 8
“The current study focused on just one component of IDS, lexical diversity (LD), as it plays a key role in infant vocabulary development (Huttenlocher, Waterfall, Vasilyeva, Vevea, & Hedges, 2010; Pan, Rowe, Singer, & Snow, 2005; Rowe, 2012).”
Background
Helping parents enhance vocabulary development in preschool children: Effects of a family literacy program
Teepe, R. C., Molenaar, I., Oostdam, R., Fukkink, R. G., & Verhoeven, L. T. W. (2019) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.03.001 · Cited by 8
“In the AL condition, parents were involved in parent meetings that included modeling, role play and interactive discussions .”
Method
Young Monolingual and Bilingual Children’s Exposure to Academic Language as Related to Language Development and School Achievement
Leseman, P. P. M., Henrichs, L. F., Blom, E., & Verhagen, J. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316718537.019 · Cited by 8
Twins' and Singletons' Linguistic Environment: A Systematic Review
Trombetta, T., Brustia, P., Curti, L., Caldarera, A. M., Gerino, E., & Rollè, L. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02005 · Cited by 9
“First, the quantity of the input provided by parents emerged as a relevant factor (Hurtado et al., 2008; Rowe, 2012; Weisleder and Fernald, 2013).”
Background
Infant Object Manipulation and Play
Tamis‐LeMonda, C. S., & Lockman, J. J. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108351959.019 · Cited by 8
Coping with dialects from birth: Role of variability on infants’ early language development. Insights from Norwegian dialects
Kartushina, N., & Mayor, J. (2022) · Developmental Science · doi:10.1111/desc.13264 · Cited by 8
“In general, research in monodialectal infants has shown a linear positive relationship between the quantity of language input/exposure and infant’s vocabulary size (Legacy et al., 2018; Rowe, 2012).”
Background
Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary
Frost, K. M., Ingersoll, B. R., & Venker, C. E. (2022) · Autism Research · doi:10.1002/aur.2796 · Cited by 8
“In typical development, longer adult mean length of utterance (MLU) is consistently linked with stronger child spoken language outcomes (Feldman, 2019; Hoff & Naigles, 2002; Huttenlocher et al., 2010; Rowe, 2012; Rowe & Snow, 2020).”
Background
Highly Proficient and Gifted Bilinguals
Biedroń, A., & Birdsong, D. P. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316831922.017 · Cited by 8
Self-regulation in toddlers and the emergence of pre-academic disparities
Elliott, L. E., Bachman, H. J., Pereira, J. C., Coulanges, L., Duong, S., Montue, T., Miller, P. L., Libertus, M. E., & Votruba‐Drzal, E. (2022) · Infant Behavior and Development · doi:10.1016/j.infbeh.2022.101779 · Cited by 8
Child-directed speech in a large sample of U.S. mothers with low income
Egan-Dailey, S., Gennetian, L. A., Magnuson, K., Duncan, G. J., Yoshikawa, H., Fox, N. A., & Noble, K. G. (2024) · Child Development · doi:10.1111/cdev.14139 · Cited by 7
Quality of educator-toddler conversations varies across activity settings in centre-based ECEC
Swearingen, I., Moros, S., Schaughency, E. A., & Reese, E. (2024) · International Journal of Early Years Education · doi:10.1080/09669760.2024.2389826 · Cited by 10
“…with important developmental outcomes including vocabulary size (Anderson et al. 2021; Gómez and Strasser 2021; Hart and Risley 1995; Hoff 2003; Rowe 2012), which is a strong predictor of later school success (Anderson et al. 2021; Dickinson, Golinkoff, and Hirsh-Pasek 2010; Duncan et al.…”
Children Learn Best From Their Peers: The Crucial Role of Input From Other Children in Language Development
Schick, J., & Stoll, S. (2025) · Open Mind · doi:10.1162/opmi_a_00198 · Cited by 8
“As a result, there is considerable evidence that a specific type of input is strongly associated with language learning: child-directed speech (CDS) (e.g., Golinkoff et al., 2015; Goodman et al., 2008; Rowe, 2012; Spinelli et al., 2017).”
Does Teacher Talk Matter Too? A Meta-Analysis of Partial Correlations Between Teachers’ Language Practices and Children’s Language Development from Preschool to Third Grade
Jiang, Y., Kaplan, B., & Ko-Wong, L. (2025) · Review of Educational Research · doi:10.3102/00346543251339131 · Cited by 7
“1137 language input, including that of parents and teachers, on children’s language development (Dickinson & Smith, 1994; Golinkoff et al., 2019; Hoff, 2003; Huttenlocher et al., 2002; Justice et al., 2008; Rowe, 2012; Tamis-LeMonda et al., 2001).”
Lived experiences of deaf parents: insights into pride, community, bilingualism, and barriers
Clair, V. S., Rosenburg, P., & Mercure, E. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1537618 · Cited by 7
“…confident in their communication with their children, as parent–child language patterns are known to affect the development of children’s language (Rowe, 2012; Hirsh-Pasek et al., 2015), cognition (Pearson et al., 2011; Paavola et al., 2005; Tamis-LeMonda et al., 2001; Smith et al., 2006), and…”
Maternal Use of Decontextualized and Contextualized Talk: An In-Depth Investigation of Early Parent–Child Interactions in Down Syndrome
Hilvert, E., Lorang, E. K., & Sterling, A. M. (2021) · American Journal of Speech-Language Pathology · doi:10.1044/2021_ajslp-20-00190 · Cited by 8
“Using modified versions of published coding schemes (Barton-Hulsey et al., 2020; Rowe, 2012), each utterance in a transcript was first coded as decontextualized, contextualized, or miscellaneous (i.e., utterances in which the talk was directed at someone other than the child), and measured as a…”
BackgroundMethodResultInfluential
So, what is it? Examining parent-child interactions while talking about artifacts in a museum
Attisano, E., Nancekivell, S. E., Tran, S., & Denison, S. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2022.01.003 · Cited by 7
Home-Visiting in a Shared Reading Intervention: Effects on Children from Low SES and Ethnic Minority Families
Dias-Broens, A. S., & van Steensel, R. (2022) · Early Education and Development · doi:10.1080/10409289.2022.2123294 · Cited by 7
“It is assumed that the quality of interactions parents and children have is partly responsible for the effects of shared reading on children’s literacy development (Reese, 1995; Rowe, 2012).”
Background
Parental postpartum depression and children’s receptive and expressive language during the first six years of life: A systematic review of depression timing, status, and chronicity
Clifford, B. N., Rainey, V. R., & Eggum, N. D. (2023) · Developmental Review · doi:10.1016/j.dr.2023.101105 · Cited by 8
What role does the environment play in language development? Exploring the associations among socioeconomic status, parent language input, and language skills in school‐aged children with autism
Pecukonis, M., Butler, L. K., & Tager-Flusberg, H. B. (2024) · Autism Research · doi:10.1002/aur.3252 · Cited by 7
“It may be that proximal and distal environmental constructs, and the interactions between these constructs, have distinct impacts on language during different periods of development (see Rowe, 2012).”
What Mothers Do After Infants Vocalize: Implications for Vocal Development or Word Learning?
Fagan, M. K., & Doveikis, K. N. (2019) · Journal of Speech Language and Hearing Research · doi:10.1044/2019_jslhr-s-18-0136 · Cited by 7

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
DOI: 10.1111/j.1467-8624.2012.01805.x
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: academic.oup.com/pages/standard-publication-reuse-rights (vor)
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
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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A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development.

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