Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills: A Meta‐Analysis

2021 ◽  
Author(s):  
Nina J. Anderson ◽  
Susan A. Graham ◽  
Heather Prime ◽  
Jennifer M. Jenkins ◽  
Sheri Madigan
Keyword(s):  
Child Language ◽  
Language Skills ◽  
Meta Analysis ◽  
Linguistic Input

scholarly journals Parental Speech as Linguistic Input for Children

2018 ◽  
Author(s):  
Riana Agustin Tindjabate
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Family Factors ◽  
Child Language Acquisition ◽  
Linguistic Input ◽  
The Brain

Child language acquisition is influenced by many factors including family factors. Chomsky theories on child language acquisition say that a child born with language skills that are hardwired in the brain. The system will work optimally with the development age of the child so that the child does not need others to help his language development. It is not fully accepted by other linguists because some people think that the parents are very instrumental factor in the development of children's language. This study focuses on the input of parents were given to children in linguistic through interaction and methods of reading the story.

scholarly journals Variations in the Home Language Environment and Early Language Development in Rural China

2021 ◽  
Vol 18 (5) ◽  
pp. 2671
Author(s):  
Yue Ma ◽  
Laura Jonsson ◽  
Tianli Feng ◽  
Tyler Weisberg ◽  
Teresa Shao ◽  
...  
Keyword(s):  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Rural China ◽  
Home Language ◽  
Early Language ◽  
Early Language Development ◽  
Language Environment ◽  
Conversational Turns ◽  
Home Language Environment

The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.

scholarly journals LITERATURE IN LANGUAGE TEACHING

2011 ◽  
Vol 4 (1) ◽  
Author(s):  
Mundi Rahayu
Keyword(s):  
Learning Styles ◽  
Language Teaching ◽  
Language Skills ◽  
Literary Texts ◽  
Learner Motivation ◽  
Reading And Writing ◽  
Potential Source ◽  
Linguistic Input ◽  
Grammatical Structures

The role of literature in the ELT classroom has been re-assessed by many experts, and now many of them view literary texts as providing rich linguistic input, in addition to effective stimuli for students to express themselves in other languages. In this way, literature can be a potential source of learner motivation. Literary texts offer a rich source of linguistic input and can help learners to practice the four language skills -speaking, listening, reading and writing- in addition to exemplifying grammatical structures and presenting new vocabulary. It is found out as well that literary texts provide opportunities for multi-sensorial classroom experiences and can appeal to learners with different learning styles.

Meta-analysis of receptive and expressive language skills in autism spectrum disorder

2015 ◽  
Vol 9 ◽  
pp. 202-222 ◽  
Author(s):  
Elaine Y.L. Kwok ◽  
Heather M. Brown ◽  
Rachael E. Smyth ◽  
Janis Oram Cardy
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Skills ◽  
Expressive Language ◽  
Meta Analysis ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Associations between maternal responsive linguistic input and child language performance at age 4 in a community-based sample of slow-to-talk toddlers

2018 ◽  
Vol 44 (5) ◽  
pp. 776-783 ◽  
Author(s):  
Penny Levickis ◽  
Sheena Reilly ◽  
Luigi Girolametto ◽  
Obioha C. Ukoumunne ◽  
Melissa Wake
Keyword(s):  
Child Language ◽  
Language Performance ◽  
Community Based ◽  
Linguistic Input

Infant-directed speech (IDS) vowel clarity and child language outcomes

2016 ◽  
Vol 44 (5) ◽  
pp. 1140-1162 ◽  
Author(s):  
KELLY M. HARTMAN ◽  
NAN BERNSTEIN RATNER ◽  
ROCHELLE S. NEWMAN
Keyword(s):  
Child Language ◽  
Language Skills ◽  
Vowel Duration ◽  
Language Outcomes ◽  
Vowel Production ◽  
Vowel Space ◽  
Maternal Speech

AbstractThere have been many studies examining the differences between infant-directed speech (IDS) and adult-directed speech (ADS). However, investigations asking whether mothers clarify vowel articulation in IDS have reached equivocal findings. Moreover, it is unclear whether maternal speech clarification has any effect on a child's developing language skills. This study examined vowel clarification in mothers’ IDS at 0;10–11, 1;6, and 2;0, as compared to their vowel production in ADS. Relationships between vowel space, vowel duration, and vowel variability and child language outcomes at two years were also explored. Results show that vowel space and vowel duration tended to be greater in IDS than in ADS, and that one measure of vowel clarity, a mother's vowel space at 1;6, was significantly related to receptive as well as expressive child language outcomes at two years of age.

Sign in / Sign up

Export Citation Format

Share Document