A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development.
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.
Department of Human Development, 3304T Benjamin Building, University of Maryland, College Park, MD 20742, USA. mrowe@umd.edu
Meredith L
ML
Rowe
D002648:Child; D002663:Child Language; D002675:Child, Preschool; D006801:Humans; D007804:Language Development; D008137:Longitudinal Studies; D010290:Parents / Q000193:education; D012959:Socioeconomic Factors; D013060:Speech / Q000502:physiology*; D014825:Vocabulary