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Direct linkWellman, Henry M.; Song, Ju-Hyun; Peskin-Shepherd, Hope – Child Development, 2019
A crucial human cognitive goal is to understand and to be understood. But understanding often takes active management. Two studies investigated early developmental processes of understanding management by focusing on young children's comprehension monitoring. We ask: When and how do young children actively monitor their comprehension of…
Descriptors: Speech Communication, Language Acquisition, Child Development, Developmental Stages
Caregiver Talk and Medical Risk as Predictors of Language Outcomes in Full Term and Preterm Toddlers
Adams, Katherine A.; Marchman, Virginia A.; Loi, Elizabeth C.; Ashland, Melanie D.; Fernald, Anne; Feldman, Heidi M. – Child Development, 2018
This study examined associations between caregiver talk and language skills in full term (FT) and preterm (PT) children (n = 97). All-day recordings of caregiver-child interactions revealed striking similarities in amount of caregiver talk heard by FT and PT children. Children who heard more caregiver talk at 16 months demonstrated better…
Descriptors: Risk, Premature Infants, Language Skills, Language Acquisition
Gámez, Perla B.; Griskell, Holly L.; Sobrevilla, Yaxal N.; Vazquez, Melissa – Child Development, 2019
This study examined dual language learners' (DLLs n = 24) and English-only (EO n = 20) children's expressive and receptive language in kindergarten (M[subscript age] = 5.7 years) as well as the relation to peers' language use. Expressive language skills (vocabulary diversity, syntactic complexity) were measured in the fall, winter, and spring…
Descriptors: Bilingualism, Receptive Language, Expressive Language, Language Usage
McCarthy, Kathleen M.; Mahon, Merle; Rosen, Stuart; Evans, Bronwen G. – Child Development, 2014
The majority of bilingual speech research has focused on simultaneous bilinguals. Yet, in immigrant communities, children are often initially exposed to their family language (L1), before becoming gradually immersed in the host country's language (L2). This is typically referred to as sequential bilingualism. Using a longitudinal design, this…
Descriptors: Bilingualism, Longitudinal Studies, Speech, Young Children
Pham, Giang; Kohnert, Kathryn – Child Development, 2014
This longitudinal study modeled lexical development among children who spoke Vietnamese as a first language (L1) and English as a second language (L2). Participants (n = 33, initial mean age of 7.3 years) completed a total of eight tasks (four in each language) that measured vocabulary knowledge and lexical processing at four yearly time points.…
Descriptors: Longitudinal Studies, Language Acquisition, Vietnamese, English (Second Language)
Fernald, Anne; Marchman, Virginia A. – Child Development, 2012
Using online measures of familiar word recognition in the looking-while-listening procedure, this prospective longitudinal study revealed robust links between processing efficiency and vocabulary growth from 18 to 30 months in children classified as typically developing (n = 46) and as "late talkers" (n = 36) at 18 months. Those late talkers who…
Descriptors: Individual Differences, Word Recognition, Language Proficiency, Language Processing
