The DOI matches its Crossref record; 55 of the 55 references it cites were found in a registry or an index.
A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development.
Open accessAbstract
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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Citations
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How social contexts support and shape language development☆
HOFF, E. (2006) · Developmental Review · doi:10.1016/j.dr.2005.11.002 · Cited by 1,853 · cited 1×
“While it is acknowledged that some of this variability is likely due to genetics (see Stromswold, 2001, for a review), environmental factors also play an integral role (see Hoff, 2006, for a review).”
Background
Research works printed but not linked: 7
- Anderson, 1981, Reading comprehension and education, 77
- Bruner, 1983, Children’s talk: Learning to use language
- Chall, 1995, Readability revisited and the new Dale–Chall readability formula
- Dunn, 1997, Peabody Picture Vocabulary Test
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Manuscripts Accepted for Publication
(2005) · Child Development · doi:10.1111/j.1467-8624.2005.00876.x · Cited by 2,051
Romeo, R. R., Leonard, J., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. E. (2018) · Psychological Science · doi:10.1177/0956797617742725 · Cited by 910
“When SES is controlled, children’s language exposure remains strongly associated with variation in their language abilities (Rowe, 2012; Weisleder & Fernald, 2013), and differences in exposure partially or fully explain the SES-related gap in language skills (Hoff, 2006).”
BackgroundThe contribution of early communication quality to low-income children’s language success
Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K. S., & Suma, K. (2015) · Psychological Science · doi:10.1177/0956797615581493 · Cited by 784
“…Bruner, 1983), as infants and caregivers “converse” using gaze, gestures, vocalizations, and facial expressions; it then becomes increasingly symbol-infused and decontextualized as children become increasingly sophisticated language users (Adamson, Bakeman, Deckner, & Nelson, 2014; Rowe, 2012).”
BackgroundInfluentialMaternal Correlates of Growth in Toddler Vocabulary Production in Low-Income Families
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Individual Differences in Language Acquisition and Processing
Kidd, E., Donnelly, S., & Christiansen, M. H. (2017) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2017.11.006 · Cited by 560
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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