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      The impact of book reading in the early years on parent–child language interaction

      1 , 2 , 3
      Journal of Early Childhood Literacy
      SAGE Publications

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          Talking to children matters: early language experience strengthens processing and builds vocabulary.

          Infants differ substantially in their rates of language growth, and slow growth predicts later academic difficulties. In this study, we explored how the amount of speech directed to infants in Spanish-speaking families low in socioeconomic status influenced the development of children's skill in real-time language processing and vocabulary learning. All-day recordings of parent-infant interactions at home revealed striking variability among families in how much speech caregivers addressed to their child. Infants who experienced more child-directed speech became more efficient in processing familiar words in real time and had larger expressive vocabularies by the age of 24 months, although speech simply overheard by the child was unrelated to vocabulary outcomes. Mediation analyses showed that the effect of child-directed speech on expressive vocabulary was explained by infants' language-processing efficiency, which suggests that richer language experience strengthens processing skills that facilitate language growth.
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            Language input and child syntax.

            Existing work on the acquisition of syntax has been concerned mainly with the early stages of syntactic development. In the present study we examine later syntactic development in children. Also, existing work has focused on commonalities in the emergence of syntax. Here we explore individual differences among children and their relation to variations in language input. In Study 1 we find substantial individual differences in children's mastery of multiclause sentences and a significant relation between those differences and the proportion of multiclause sentences in parent speech. We also find individual differences in the number of noun phrases in children's utterances and a significant relation between those differences and the number of noun phrases in parent speech. In Study 2 we find greater syntactic growth over a year of preschool in classes where teachers' speech is more syntactically complex. The implications of our findings for the understanding of the sources of syntactic development are discussed.
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              Gender and motivation

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                Author and article information

                Journal
                Journal of Early Childhood Literacy
                Journal of Early Childhood Literacy
                SAGE Publications
                1468-7984
                1741-2919
                July 25 2016
                March 2017
                July 24 2016
                March 2017
                : 17
                : 1
                : 92-110
                Affiliations
                [1 ]LENA Research Foundation, USA; University of Colorado at Boulder, USA
                [2 ]LENA Research Foundation, USA
                [3 ]University of Dundee, UK
                Article
                10.1177/1468798415608907
                36084438
                e27f849d-9ffd-4907-9697-34585f43798b
                © 2017

                http://journals.sagepub.com/page/policies/text-and-data-mining-license

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