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Direct linkSwingley, Daniel – Developmental Psychology, 2016
When children hear a novel word in a context presenting a novel object and a familiar one, they usually assume that the novel word refers to the novel object. In a series of experiments, we tested whether this behavior would be found when 2-year-olds interpreted novel words that differed phonologically from familiar words in only 1 sound, either a…
Descriptors: Toddlers, Vocabulary Development, Phonology, Novelty (Stimulus Dimension)
Gámez, Perla B.; Lesaux, Nonie K. – Developmental Psychology, 2015
This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…
Descriptors: Language Usage, Grade 6, Middle School Teachers, Middle School Students
Zucker, Tricia A.; Cabell, Sonia Q.; Justice, Laura M.; Pentimonti, Jill M.; Kaderavek, Joan N. – Developmental Psychology, 2013
In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. "Frequency" refers to the number of shared reading sessions conducted each week as measured by teachers' written reading…
Descriptors: Preschool Children, At Risk Students, Beginning Reading, Reading Aloud to Others
