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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“…young children and lay the foundation for language development, social behavior and learning new skills (Adamson, Bakeman, Deckner, & Nelson, 2014; Feldman, 2015; Hudson, Levickis, Down, Nicholls, & Wake, 2015; Masur, Flynn, & Eichorst, 2005; Rowe, 2012; Tamis-LeMonda, Bornstein, & Baumwell, 2001).”
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“…does not necessarily reflect the views or policies of the U.S. Department of Education. associated with children ’ s vocabulary development, later reading, and overall academic achievement (Dickinson & Tabors, 2001; Farrow et al., 2020; Gámez et al., 2017; Rowe, 2012, 2013; Uccelli et al., 2019).”
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“…speech (Ramírez-Esparza et al., 2017; Shneidman et al., 2013; Weisleder & Fernald, 2013), lexical diversity (Hoff & Naigles, 2002; Pan et al., 2005; Rowe, 2012), syntactic complexity (Hoff & Naigles, 2002; Huttenlocher et al., 2010), referential transparency (Cartmill et al., 2013), and various…”
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“A huge body of work has emphasized that children’s language acquisition is critically shaped by both the quantity and quality of input (e.g., Hoff & Naigles, 2002; Rowe, 2012).”
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“Furthermore, corroborating studies of parents’ linguistic features (Anderson et al., 2021; Coffey et al., 2022; Rowe, 2012), the results suggested that diverse vocabulary and complex utterances are of greater importance for older children than younger children.”
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“Next, data were entered into a spreadsheet in units of “ Utterances ” , defined as an audible verbal unit separated by differences in semantic meaning or at least one second of temporal distance (Frausel et al., 2020; Rowe, 2012; Rowe & Goldin-Meadow, 2009).”
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“There are also ﬁ ner-grained connections between the range and complexity of words and grammatical structures in the input, its narrative-like properties, and children ’ s own vocabulary and utterance complexity (Cartmill et al., 2013; Hoff, 2003; Rowe, 2012; Song et al., 2014).”
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“…that implicitly include literacy learning, with many indicators such as parent-child reading frequency (Wasik et al., 2016 ), the age at which children began to read (Mol et al., 2008), length of shared reading (Deckner et al., 2006 ) and talking about past events (Rowe, 2012; Snow & Beals, 2006).”
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“…spend most of their time at home, children acquire language through exposure to abundant and high-quality language input, including conversational turn-taking and a rich variety of vocabulary and grammar with their parents (e.g., Huttenlocher et al., 2010; Rowe, 2012; Weizman & Snow, 2001).”
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“…on spoken languages suggesting robust effects of input quality (e.g., syntactic complexity; diversity of vocabulary) on language development (e.g., Rowe, 2012; Hoff and Core, 2013; Jones and Rowland, 2017) as well as the evidence suggesting a facilitating role of language input from native…”
Background
Visual Development
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“Likewise, if parental input reflects specific educational factors, then we might expect SES differences to emerge precisely among infrequent words (Rowe 2012, Weizman & Snow 2001).”
BackgroundInfluential

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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