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The Causal Effect of Parent-Child Interactions on Child Language Development at 3 and 4 Years
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Mary E. Brushe; Murthy N. Mittinty; Tess Gregory; Dandara Haag; John W. Lynch; Sheena Reilly; Edward Melhuish; Sally A. Brinkman – International Journal of Language & Communication Disorders, 2025
Background: Language development is critical for children's life chances. Promoting parent-child interactions is suggested as one mechanism to support language development in the early years. However, limited evidence exists for a causal effect of parent-child interactions on children's language development. Methods: Data from the Language in…
Descriptors: Parent Child Relationship, Interaction, Child Language, Language Acquisition
Maternal Responsive Behaviours and Child Language Outcomes in a Cohort of Mothers and Children Facing Adversity
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Boulton, Charlotte; Levickis, Penny; Eadie, Tricia – Early Child Development and Care, 2023
Children facing adversity are at greater risk of experiencing language difficulties than their peers. This study aims to examine the association between specific maternal responsive behaviours at 24 months and language outcomes at the age of 5 years in a cohort of mothers and children facing adversity. Mother-child dyads (n = 138) facing adversity…
Descriptors: Mothers, Parent Child Relationship, Child Language, Preschool Children
The Infant Monitor of Vocal Production (IMP) Normative Study: Important Foundations
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Cantle Moore, Robyn; Colyvas, Kim – Deafness & Education International, 2018
The purpose of this study was to establish a set of normative data (growth curve and centiles) for the Infant Monitor of vocal Production (IMP) using a representative population of infants with typically developing hearing. A linear mixed effect model and regression was used to derive 'stage-for-age' trajectory and growth centiles from the…
Descriptors: Infants, Parents, Foreign Countries, At Risk Persons
Associations between Early Childhood Education and Care (ECEC) Attendance, Adversity and Language Outcomes of 2-Year-Olds
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Lim, Sarah; Levickis, Penny; Eadie, Patricia – Journal of Early Childhood Research, 2022
Research evidence suggests children experiencing adversity are at risk of language disparities in early childhood. This puts these children at risk of poor language outcomes, perpetuating disadvantage in later development and academic life. This study aimed to investigate associations between Early Childhood Education and Care (ECEC) attendance,…
Descriptors: Correlation, Early Childhood Education, Child Care, At Risk Persons
Typically Developing and Speech-Impaired Children's Adherence to the Sonority Hypothesis
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Wyllie-Smith, Lynelle; McLeod, Sharynne; Ball, Martin J. – Clinical Linguistics & Phonetics, 2006
During phonological development, children frequently produce consonant clusters as consonant singletons, a process commonly referred to as cluster reduction. The principles of sonority may provide a theoretical basis for explaining patterns of cluster reduction evident in children's speech. Two studies were conducted to investigate whether…
Descriptors: Phonemes, Speech Impairments, Acoustics, Phonology
Metalinguistic Abilities and Beginning Reading.
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Tunmer, William E.; And Others – Reading Research Quarterly, 1988
Examines the role of metalinguistic abilities in the initial stages of learning to read. Indicates that children's ability to acquire low-level metalinguistic skills depends in part on their level of operativity, and that phonological and syntactic awareness play more important roles in beginning reading than does pragmatic awareness. (JK)
Descriptors: Basal Reading, Beginning Reading, Child Development, Child Language