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Loukatou, Georgia; Scaff, Camila; Demuth, Katherine; Cristia, Alejandrina; Havron, Naomi – Journal of Child Language, 2022
Despite the fact that in most communities interaction occurs between the child and multiple speakers, most previous research on input to children focused on input from mothers. We annotated recordings of Sesotho-learning toddlers living in non-industrial Lesotho in South Africa, and French-learning toddlers living in urban regions in France. We…
Descriptors: Toddlers, French, African Languages, Language Acquisition
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Durán, Lillian; Wackerle-Hollman, Alisha; Miranda, Alejandra; Chávez, Carlos; Pentimonti, Jill; Zyskind, Karen; Rodriguez, Michael C. – Learning Disabilities Research & Practice, 2022
Studying the oral language growth of Spanish-speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms…
Descriptors: Spanish, English, Oral Language, Language Acquisition
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Sullivan, Jessica; Davidson, Kathryn; Wade, Shirlene; Barner, David – Journal of Child Language, 2019
During acquisition, children must learn both the meanings of words and how to interpret them in context. For example, children must learn the logical semantics of the scalar quantifier "some" and its pragmatically enriched meaning: 'some but not all'. Some studies have shown that 'scalar implicature' -- that "some" implies…
Descriptors: Semantics, Inferences, Language Acquisition, Children
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Lee, Crystal; Lew-Williams, Casey – Infant and Child Development, 2023
Children learn words in a social environment, facilitated in part by social cues from caregivers, such as eye-gaze and gesture. A common assumption is that social cues convey either perceptual or social information, depending on the age of the child. In this review of research on word learning and social cues during early childhood, we propose…
Descriptors: Language Acquisition, Vocabulary Development, Cues, Child Language
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Ibrahim A. Asadi; Abeer Asli-Badarneh; Duaa Abu Elhija; Jasmeen Mansour-Adwan – Journal of Speech, Language, and Hearing Research, 2023
Purpose: This study examines whether differences in acquisition exist among the inflectional constructions of number, gender, possessive pronouns, and tense. Moreover, the study investigates whether these inflectional patterns develop with age. Method: The participants were 1,020 Arabic-speaking kindergartners from K2 and K3. Children were…
Descriptors: Child Language, Arabic, Language Acquisition, Kindergarten
Lauramarie Pope – ProQuest LLC, 2023
Many children on the autism spectrum struggle significantly in their early language development, entering kindergarten with little or no functional speech (Kasari et al., 2014; Rose et al., 2016). Naturalistic developmental behavioral interventions (NDBIs) are a promising approach for supporting early language and communication development for…
Descriptors: Augmentative and Alternative Communication, Autism Spectrum Disorders, Intervention, Behavior Modification
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Emma Turner; Jessica Mantei; Lisa Kervin – Australian Journal of Language and Literacy, 2023
It is well established in Australian research and policy literature that children attending schools in regional, rural, and remote locations will benefit from access not only to experiences and interactions offered in their own communities but also to the sorts of experiences available to those in more populated areas of Australia as well. Virtual…
Descriptors: Educational Technology, Computer Mediated Communication, Interaction, Play
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Bénédicte Grandon; Marcel Schlechtweg; Esther Ruigendijk – Journal of Child Language, 2023
The ability to process plural marking of nouns is acquired early: at a very young age, children are able to understand if a noun represents one item or more than one. However, little is known about how the segmental characteristics of plural marking are used in this process. Using eye-tracking, we aim at understanding how five to twelve-year old…
Descriptors: Eye Movements, Child Language, Language Acquisition, Nouns
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Einat Nevo – Early Childhood Education Journal, 2024
Young children's language skills have a significant positive impact on their academic success throughout school, especially on reading and writing performance. The spread of COVID-19, which has resulted in lockdowns, fewer learning hours in kindergarten, and distance learning, might have affected children's exposure to learning opportunities. The…
Descriptors: Pandemics, COVID-19, Morphology (Languages), Metalinguistics
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Ann-Marie Sant; Michelle Black – International Journal of Language & Communication Disorders, 2024
Background: Speech and language therapy (SLT) services are fundamental for communication, academic and social development. Evidence shows that demand for services is increasing, and this can adversely affect the quality of care. There are limited published studies in relation to the demand and quality of speech and language services in Malta.…
Descriptors: Foreign Countries, Speech Therapy, Speech Language Pathology, Allied Health Personnel
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Keeley Dobinson; Sandra Mathers; Claire Forrest; Jenna Charlton; Julie Dockrell – Child Language Teaching and Therapy, 2024
Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality…
Descriptors: Foreign Countries, Preschools, Economically Disadvantaged, Educational Quality
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Davidson, Alice J.; Welliver, Megan E. – Early Child Development and Care, 2021
The present study explored preschoolers' internal state language and resolution strategies in sad stories that shifted to a positive emotional tone. Fifty-four 3-, 4-, and 5-year-olds attending a laboratory preschool shared stories about 'a time when you were happy/sad.' Stories were audio-recorded, transcribed, and coded for internal state…
Descriptors: Preschool Children, Child Language, Personal Narratives, Psychological Patterns
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Donnelly, Seamus; Kidd, Evan – Child Development, 2021
Children acquire language embedded within the rich social context of interaction. This paper reports on a longitudinal study investigating the developmental relationship between conversational turn-taking and vocabulary growth in English-acquiring children (N = 122) followed between 9 and 24 months. Daylong audio recordings obtained every 3 months…
Descriptors: Infants, Language Acquisition, Vocabulary Development, Interpersonal Communication
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Franco, Fabia; Suttora, Chiara; Spinelli, Maria; Kozar, Iryna; Fasolo, Mirco – Journal of Child Language, 2021
This research revealed that the frequency of reported parent-infant singing interactions predicted 6-month-old infants' performance in laboratory music experiments and mediated their language development in the second year. At 6 months, infants (n = 36) were tested using a preferential listening procedure assessing their sustained attention to…
Descriptors: Singing, Parent Child Relationship, Music, Preferences
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Elmquist, Marianne; Finestack, Lizbeth H.; Kriese, Amanda; Lease, Erin M.; McConnell, Scott R. – Journal of Child Language, 2021
Parents play an important role in creating home language environments that promote language development. A nonequivalent group design was used to evaluate the effectiveness of a community-based implementation of LENA Start™, a parent-training program aimed at increasing the quantity of adult words (AWC) and conversational turns (CT). Parent-child…
Descriptors: Parent Education, Language Acquisition, Linguistic Input, Child Language
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