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Noriyeh Rahbari; Monique Sénéchal; Blanca Bolea; Ashley Wazana – Developmental Psychology, 2024
We investigated the longitudinal associations among maternal pre- and postnatal depression, maternal anxiety, and children's language and cognitive development followed from 15 to 61 months. Furthermore, we assessed the protective role of children's early print experiences with books against the adverse effect of maternal depression on language…
Descriptors: Prenatal Care, Mothers, Birth, Mother Attitudes
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Kaiser, Irmtraud – Language Learning and Development, 2022
The present study analyses 3- to 6-year-old children's dialect-standard repertoires in an Austrian-Bavarian sociolinguistic setting and investigates how far individual repertoires can be explained by input and sociodemographic factors. Adults' linguistic repertoires in the area typically comprise a certain spectrum on the dialect-standard…
Descriptors: Dialects, Standard Spoken Usage, Gender Differences, Age Differences
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Wirth, Astrid; Ehmig, Simone C.; Drescher, Nadja; Guffler, Sabrina; Niklas, Frank – Early Education and Development, 2020
Research findings: Developing adequate socioemotional competencies is of great relevance for later health and academic outcomes. Shared book reading creates valuable social situations that provide opportunities to talk about characters' emotions and social interactions with children and thus might contribute to children's socioemotional…
Descriptors: Family Environment, Emergent Literacy, Social Development, Emotional Development
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Hudson Kam, Carla L.; Matthewson, Lisa – Journal of Child Language, 2017
Studies on the relationship between bookreading and language development typically lack data about which books are actually read to children. This paper reports on an Internet survey designed to address this data gap. The resulting dataset (the Infant Bookreading Database or IBDb) includes responses from 1,107 caregivers of children aged 0-36…
Descriptors: Online Surveys, Databases, Books, Childrens Literature
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Gilkerson, Jill; Richards, Jeffrey A.; Topping, Keith J. – Journal of Early Childhood Literacy, 2017
Early language development predicts later reading competence, but does reading to young children enhance the language interaction between them and their parents? Automatic assessment of language interaction now yields adult word counts, conversational turn counts and child vocalization counts. This study had 98 families return reading activity…
Descriptors: Childrens Literature, Language Acquisition, Young Children, Language Skills
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Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Kwok, Oiman; Taylor, Aaron B.; Davis, Matthew J.; Kim, Minjung; Simmons, Leslie – Exceptional Children, 2011
This study examined the effects of an intensive shared book-reading intervention on the vocabulary development of preschool children who were at risk for vocabulary delay. The participants were 125 children, who the researchers stratified by classroom and randomly assigned to one of two shared book-reading conditions (i.e., the experimental, Words…
Descriptors: Intervention, Oral Reading, Preschool Children, Vocabulary Development