Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study
The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and t...
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| Veröffentlicht in: | Journal of child language 2017-03, Vol.44 (2), p.457-479 |
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| creator | MARJANOVIČ-UMEK, LJUBICA FEKONJA-PEKLAJ, URŠKA SOČAN, GREGOR |
| description | The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7. |
| doi_str_mv | 10.1017/S0305000916000167 |
| format | Article |
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The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.</description><identifier>ISSN: 0305-0009</identifier><identifier>EISSN: 1469-7602</identifier><identifier>DOI: 10.1017/S0305000916000167</identifier><identifier>PMID: 27018718</identifier><identifier>CODEN: JCLGBJ</identifier><language>eng</language><publisher>Cambridge, UK: Cambridge University Press</publisher><subject>Child, Preschool ; Correlation ; Educational Attainment ; Educational Status ; Female ; Grammar ; Humans ; Individual Differences ; Infant ; Infants ; Language Acquisition ; Language Development ; Language Proficiency ; Linguistics ; Longitudinal Studies ; Male ; Mean length of utterance ; Measures (Individuals) ; Native language acquisition ; Parent Background ; Parent Child Relationship ; Parent-Child Relations ; Parents ; Prediction ; Preschool children ; Reading ; Scores ; Shared reading ; Slavic Languages ; Slovene ; Slovenia ; Story Reading ; Toddlers ; Vocabulary ; Vocabulary Development ; Young Children</subject><ispartof>Journal of child language, 2017-03, Vol.44 (2), p.457-479</ispartof><rights>Copyright © Cambridge University Press 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c395t-b5629e3d46f9c2f40851c479d1cade237d906b6b00d5cb5b6517f2fd6fe526a93</citedby><cites>FETCH-LOGICAL-c395t-b5629e3d46f9c2f40851c479d1cade237d906b6b00d5cb5b6517f2fd6fe526a93</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0305000916000167/type/journal_article$$EHTML$$P50$$Gcambridge$$H</linktohtml><link.rule.ids>164,314,780,784,27924,27925,55628</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1133475$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27018718$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>MARJANOVIČ-UMEK, LJUBICA</creatorcontrib><creatorcontrib>FEKONJA-PEKLAJ, URŠKA</creatorcontrib><creatorcontrib>SOČAN, GREGOR</creatorcontrib><title>Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study</title><title>Journal of child language</title><addtitle>J. Child Lang</addtitle><description>The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.</description><subject>Child, Preschool</subject><subject>Correlation</subject><subject>Educational Attainment</subject><subject>Educational Status</subject><subject>Female</subject><subject>Grammar</subject><subject>Humans</subject><subject>Individual Differences</subject><subject>Infant</subject><subject>Infants</subject><subject>Language Acquisition</subject><subject>Language Development</subject><subject>Language Proficiency</subject><subject>Linguistics</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Mean length of utterance</subject><subject>Measures (Individuals)</subject><subject>Native language acquisition</subject><subject>Parent Background</subject><subject>Parent Child Relationship</subject><subject>Parent-Child 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Child Lang</addtitle><date>2017-03</date><risdate>2017</risdate><volume>44</volume><issue>2</issue><spage>457</spage><epage>479</epage><pages>457-479</pages><issn>0305-0009</issn><eissn>1469-7602</eissn><coden>JCLGBJ</coden><abstract>The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.</abstract><cop>Cambridge, UK</cop><pub>Cambridge University Press</pub><pmid>27018718</pmid><doi>10.1017/S0305000916000167</doi><tpages>23</tpages></addata></record> |
| fulltext | fulltext |
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| ispartof | Journal of child language, 2017-03, Vol.44 (2), p.457-479 |
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| language | eng |
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| source | MEDLINE; Cambridge University Press Journals Complete |
| subjects | Child, Preschool Correlation Educational Attainment Educational Status Female Grammar Humans Individual Differences Infant Infants Language Acquisition Language Development Language Proficiency Linguistics Longitudinal Studies Male Mean length of utterance Measures (Individuals) Native language acquisition Parent Background Parent Child Relationship Parent-Child Relations Parents Prediction Preschool children Reading Scores Shared reading Slavic Languages Slovene Slovenia Story Reading Toddlers Vocabulary Vocabulary Development Young Children |
| title | Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study |
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