scholarly journals Does Mother Know Best? Maternal Knowledge Calibration Predicts Children’s Oral Language Development

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Ashley M. Pinkham ◽  
Tanya Kaefer ◽  
Susan B. Neuman
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Domain Knowledge ◽  
Picture Book ◽  
Child Outcomes ◽  
Vocabulary Knowledge ◽  
Maternal Knowledge ◽  
Language Outcomes ◽  
Transmission Of Knowledge ◽  
Knowledge Calibration

For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.

Prereading/Language Development in Two Day Care Centers

1981 ◽  
Vol 13 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Joanne R. Nurss ◽  
Ruth A. Hough ◽  
Millie S. Goodson
Keyword(s):  
Language Development ◽  
Reading Instruction ◽  
Oral Language ◽  
Day Care ◽  
Picture Book ◽  
Beginning Reading ◽  
Day Care Centers ◽  
Language Curriculum ◽  
Beginning Reading Instruction ◽  
Narrative Conventions

The purpose of this study was to analyze the language of eight 4-year-old children from two day care centers as they described a picture and told a story from pictures in a wordless picture book. The children's oral language was analyzed for vocabulary, syntax, completeness, and accuracy. Their stories were assessed for Applebee's narrative conventions and structure. Comprehension of the picture and the book was assessed by questions. The children's descriptions and stories, although short, contained a variety of vocabulary words and an above average number of words per T-unit for their age. However, their stories did not contain any narrative conventions nor did the children demonstrate that they had achieved a sense of the story. The children's descriptions were only partially accurate, and they demonstrated limited comprehension of the picture and story. These results are discussed in relation to the day care and pre-school language curriculum and environment. Implications are drawn for the children's prereading development and their readiness for beginning reading instruction.

The Colorado Journey Towards Optimal Outcomes for Children With Hearing Loss

2010 ◽  
Vol 20 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Christine Yoshinaga-Itano
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Hard Of Hearing ◽  
Diverse Population ◽  
Language Outcomes ◽  
Maternal Bonding ◽  
Level Of Education ◽  
Optimal Outcomes ◽  
Outcomes For Children ◽  
Children With Hearing Loss

Abstract It is possible for children who are deaf or hard of hearing to attain language development comparable to their hearing peers, but these outcomes are not guaranteed. The population of children with hearing loss is a diverse population and although the variable of the age of identification is less variable, there are numerous variables that could potentially and have historically impacted language outcomes of children who are deaf or hard of hearing. Variables such as hearing loss, maternal level of education, and maternal bonding can overcome the benefits of earlier identification and intervention.

Language in mental retardation: Individual and syndromic differences, and neurogenetic variation 1Based on a keynote presentation at the Third European Conference on Psychological Theory and Research in Mental Retardation, Geneva, September 1st, 2000.

2001 ◽  
Vol 60 (3) ◽  
pp. 161-178 ◽  
Author(s):  
Jean A. Rondal
Keyword(s):  
Mental Retardation ◽  
Language Development ◽  
Oral Language ◽  
Psychological Theory ◽  
Genetic Syndromes ◽  
Explanatory Variables ◽  
Keynote Presentation ◽  
Genetic Origins ◽  
The Sixties ◽  
The Individual

Predominantly non-etiological conceptions have dominated the field of mental retardation (MR) since the discovery of the genetic etiology of Down syndrome (DS) in the sixties. However, contemporary approaches are becoming more etiologically oriented. Important differences across MR syndromes of genetic origin are being documented, particularly in the cognition and language domains, differences not explicable in terms of psychometric level, motivation, or other dimensions. This paper highlights the major difficulties observed in the oral language development of individuals with genetic syndromes of mental retardation. The extent of inter- and within-syndrome variability are evaluated. Possible brain underpinnings of the behavioural differences are envisaged. Cases of atypically favourable language development in MR individuals are also summarized and explanatory variables discussed. It is suggested that differences in brain architectures, originating in neurological development and having genetic origins, may largely explain the syndromic as well as the individual within-syndrome variability documented. Lastly, the major implications of the above points for current debates about modularity and developmental connectionism are spelt out.

Quality and quantity of teacher behaviors on preschool oral language outcomes

2008 ◽  
Author(s):  
Tara E. Payne ◽  
Jorge Gonzalez ◽  
Becki Haynes ◽  
Morgan M. Sowell ◽  
Sophia Tani ◽  
...  
Keyword(s):  
Oral Language ◽  
Teacher Behaviors ◽  
Language Outcomes

scholarly journals Effects of Time-Varying Parent Input on Children’s Language Outcomes Differ for Vocabulary and Syntax

2021 ◽  
pp. 095679762097055
Author(s):  
Catriona Silvey ◽  
Özlem Ece Demir-Lira ◽  
Susan Goldin-Meadow ◽  
Stephen W. Raudenbush
Keyword(s):  
Standardized Tests ◽  
Child Outcomes ◽  
Time Varying ◽  
Syntactic Complexity ◽  
Language Outcomes ◽  
Optimal Sequence ◽  
Linguistic Input ◽  
Language Input ◽  
The Impact ◽  
Over Time

Early linguistic input is a powerful predictor of children’s language outcomes. We investigated two novel questions about this relationship: Does the impact of language input vary over time, and does the impact of time-varying language input on child outcomes differ for vocabulary and for syntax? Using methods from epidemiology to account for baseline and time-varying confounding, we predicted 64 children’s outcomes on standardized tests of vocabulary and syntax in kindergarten from their parents’ vocabulary and syntax input when the children were 14 and 30 months old. For vocabulary, children whose parents provided diverse input earlier as well as later in development were predicted to have the highest outcomes. For syntax, children whose parents’ input substantially increased in syntactic complexity over time were predicted to have the highest outcomes. The optimal sequence of parents’ linguistic input for supporting children’s language acquisition thus varies for vocabulary and for syntax.

Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level

1983 ◽  
Vol 6 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Rochelle B. Simms ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Secondary Level ◽  
Learning Disabled ◽  
Oral Language Development ◽  
Normally Achieving ◽  
Density Score ◽  
Crucial Component ◽  
Syntactic Development ◽  
Two Indices

Syntax is a crucial component of oral language development. Frequently, learning disabled children's oral language development is characterized by syntax problems. Hence, since deviations in oral language development may form the basis for identification of learning disabilities, adequate indices of oral language development are needed. The purpose of this study was to explore two indices of syntactic development in oral language, the T-unit and the Syntactic Density Score. Learning disabled students and a matched group of normally achieving peers were compared on these indices at four age levels. Results are reported for each measure along with a discussion and implications.

Joint picture-book reading correlates of early oral language skill

1993 ◽  
Vol 20 (2) ◽  
pp. 455-461 ◽  
Author(s):  
Barbara D. Debaryshe
Keyword(s):  
Oral Language ◽  
Picture Book ◽  
Age Of Onset ◽  
Language Skills ◽  
Threshold Level ◽  
Language Skill ◽  
Book Reading ◽  
Home Reading ◽  
Oral Language Skills ◽  
Picture Book Reading

ABSTRACTThe purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed.

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