The primary goals in this chapter are to describe how and why parenting differs across socioecono... more The primary goals in this chapter are to describe how and why parenting differs across socioeconomic strata. The authors begin the chapter by reviewing the history of research on SES and parenting, including the political and the scientific trends that have shaped that research. They then turn to the literature that describes the relations between SES and parenting, reviewing evidence that the goals parents have for their children, the nature of the emotional relationship parents establish with their children, and the particular practices parents use in rearing their children all vary as a function of SES. Conclusions suggest the evidence indicates that both external and internal factors influence parenting and that multiple causal variables work, separately and in concert, to effect SES-related differences in parenting. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Basic research on bilingual development suggests several conclusions that can inform clinical pra... more Basic research on bilingual development suggests several conclusions that can inform clinical practice with children from bilingual environments. They include the following: (1) Dual language input does not confuse children. (2) It is not necessary for the two languages to be kept separate in children's experience to avoid confusion. (3) Learning two languages takes longer than learning one; on average, bilingual children lag behind monolingual children in single language comparisons. (4) A dominant language is not equivalent to an only language. (5) A measure of total vocabulary provides the best indicator of young bilingual children's language learning capacity. (6) Bilingual children can have different strengths in each language. (7) The quantity and quality of bilingual children's input in each language influence their rates of development in each language. (8) Immigrant parents should not be discouraged from speaking their native language to their children. (9) Bilingual environments vary enormously in the support they provide for each language, with the result that bilingual children vary enormously in their dual language skills. Empirical findings in support of each conclusion are presented.
What is the role of input in the language acquisition process? Obviously, infants spoken to in a ... more What is the role of input in the language acquisition process? Obviously, infants spoken to in a given language reliably become children who speak that language, demonstrating in a general way that input must affect language development. But questions concerning the role of ...
... Tannock.....1-6 Literacy, language and emotional development (Revised edition) Monique Sénéch... more ... Tannock.....1-6 Literacy, language and emotional development (Revised edition) Monique Sénéchal.....1-6 Literacy as ...
In the process of acquiring the verbs of their language, young children must go beyond the inform... more In the process of acquiring the verbs of their language, young children must go beyond the information given. That is, they must become able to extend the verbs they hear to new settings and new uses. For example, the child who hears his mother tell him not to run ...
The early course of language development among children from bilingual homes varies in ways that ... more The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SESequivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their developmental trajectories, in their English and Spanish skills at 48 months, and in the relation between language use at home and their vocabulary development.
Research on young children's language use and comprehension suggests that 2-year-olds are product... more Research on young children's language use and comprehension suggests that 2-year-olds are productive language users. Research on infant learning abilities suggests how that may come to be. The view that language knowledge is abstract and the view that language knowledge is learned from input are not incompatible.
Language skills in young bilingual children are highly varied as a result of the variability in t... more Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development.
As the number and scope of longitudinal investigations have expanded, so too have strategies for ... more As the number and scope of longitudinal investigations have expanded, so too have strategies for analyzing prospective data. Different analytic techniques are designed to answer different types of research questions. Person-centered approaches identify groups of individuals who share particular attributes or relations among attributes. They are well suited for addressing questions that concern group differences in patterns of development. Variable-centered approaches describe associations between variables. They are well suited for addressing questions that concern the relative contributions that predictor variables make to an outcome. This special issue includes conceptual essays and empirical reports designed to demonstrate the complementary strengths of these two different approaches. The articles illustrate how the integration of person-oriented and variable-oriented approaches can lead to a more complete understanding of the processes and patterns of human development.
Journal of Speech, Language, and Hearing Research, 2013
Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at ris... more Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children. Method: Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish-English bilingually developing children from 22 to 30 months of age based on results from the MacArthur-Bates Communicative Development Inventory (CDI; and the Inventario del Desarrollo de Habilidades Comunicativas . Bilingual children's scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children.
The relation of phonological memory to language experience and development was investigated in 41... more The relation of phonological memory to language experience and development was investigated in 41 Spanish-English bilingual first language learners. The children's relative exposure to English and Spanish and their phonological memory for English-and Spanishlike nonwords were assessed at 22 months of age, and their productive vocabulary and grammar in both languages were assessed at 25 months of age. Phonological memory for English-like nonwords was highly correlated with that for Spanish-like nonwords, and each was related to vocabulary and grammar in both languages, suggesting a language-general component to phonological memory skill. In addition, there was evidence of language-specific benefits of language exposure to phonological memory skill and of language-specific benefits of phonological memory skill to language development.
When Roger Brown selected Adam, Eve and Sarah to be the first three participants in the modern st... more When Roger Brown selected Adam, Eve and Sarah to be the first three participants in the modern study of child language, one of the criteria was the intelligibility of their speech (Brown, 1973). According to the prevailing view at the time, accuracy of pronunciation was ...
International Journal of Behavioral Development, 2008
Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children... more Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children's language development and on the language teaching practices used in the home. The children were between 24 and 47 months old. The relation of age-corrected language level to paternal education, child gender, and teaching practice use was examined. Children of more educated fathers were more advanced in language development than children of less educated fathers. Girls were more advanced than boys. Some language teaching practices were positively related to language development but one, the practice of eliciting imitation from children, was negatively related to language development. Vocabulary development showed a greater number of significant relations to environmental variables than did grammatical development. These results suggest the cross-linguistic and cross-cultural generalizability of previous findings from studies of North American samples with respect to correlates of children's early language development.
. Spanish-English articulation and phonology of 4-and 5-year-old preschool children: An initial i... more . Spanish-English articulation and phonology of 4-and 5-year-old preschool children: An initial investigation. Communication Disorders Quarterly, 31,[3][4][5][6][7][8][9][10][11][12][13][14] The purpose of the study was to examine differences between Spanish and English articulation (pronunciation of sounds) and phonology (speech sound system). The study included 16 Spanish-English bilingual children ranging in age from 4 to 5 years. Children's articulation and phonological abilities in Spanish were assessed using the Comprehensive Assessment of Spanish Articulation-Phonology. Children's articulation in English was assessed using the Goldman-Fristoe Test of Articulation-2 and their English phonology was assessed using the Khan-Lewis Phonological Analysis-2. Bilingual children's productions of English sounds were more accurate than their Spanish productions. Bilingual children's production errors differed from monolingual children's production errors. The researchers concluded that a relationship between articulation accuracy and increased English exposure in school environments compared to Spanish may have contributed to higher accuracy in English productions. They also concluded that learning two languages had an effect on speech sound production errors.
The primary goals in this chapter are to describe how and why parenting differs across socioecono... more The primary goals in this chapter are to describe how and why parenting differs across socioeconomic strata. The authors begin the chapter by reviewing the history of research on SES and parenting, including the political and the scientific trends that have shaped that research. They then turn to the literature that describes the relations between SES and parenting, reviewing evidence that the goals parents have for their children, the nature of the emotional relationship parents establish with their children, and the particular practices parents use in rearing their children all vary as a function of SES. Conclusions suggest the evidence indicates that both external and internal factors influence parenting and that multiple causal variables work, separately and in concert, to effect SES-related differences in parenting. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Basic research on bilingual development suggests several conclusions that can inform clinical pra... more Basic research on bilingual development suggests several conclusions that can inform clinical practice with children from bilingual environments. They include the following: (1) Dual language input does not confuse children. (2) It is not necessary for the two languages to be kept separate in children's experience to avoid confusion. (3) Learning two languages takes longer than learning one; on average, bilingual children lag behind monolingual children in single language comparisons. (4) A dominant language is not equivalent to an only language. (5) A measure of total vocabulary provides the best indicator of young bilingual children's language learning capacity. (6) Bilingual children can have different strengths in each language. (7) The quantity and quality of bilingual children's input in each language influence their rates of development in each language. (8) Immigrant parents should not be discouraged from speaking their native language to their children. (9) Bilingual environments vary enormously in the support they provide for each language, with the result that bilingual children vary enormously in their dual language skills. Empirical findings in support of each conclusion are presented.
What is the role of input in the language acquisition process? Obviously, infants spoken to in a ... more What is the role of input in the language acquisition process? Obviously, infants spoken to in a given language reliably become children who speak that language, demonstrating in a general way that input must affect language development. But questions concerning the role of ...
... Tannock.....1-6 Literacy, language and emotional development (Revised edition) Monique Sénéch... more ... Tannock.....1-6 Literacy, language and emotional development (Revised edition) Monique Sénéchal.....1-6 Literacy as ...
In the process of acquiring the verbs of their language, young children must go beyond the inform... more In the process of acquiring the verbs of their language, young children must go beyond the information given. That is, they must become able to extend the verbs they hear to new settings and new uses. For example, the child who hears his mother tell him not to run ...
The early course of language development among children from bilingual homes varies in ways that ... more The early course of language development among children from bilingual homes varies in ways that are not well described and as a result of influences that are not well understood. Here, we describe trajectories of relative change in expressive vocabulary from 22 to 48 months and vocabulary achievement at 48 months in two groups of children from bilingual homes (children with one and children with two native Spanish-speaking parents [ns = 15 and 11]) and in an SESequivalent group of children from monolingual English homes (n = 31). The two groups from bilingual homes differed in their developmental trajectories, in their English and Spanish skills at 48 months, and in the relation between language use at home and their vocabulary development.
Research on young children's language use and comprehension suggests that 2-year-olds are product... more Research on young children's language use and comprehension suggests that 2-year-olds are productive language users. Research on infant learning abilities suggests how that may come to be. The view that language knowledge is abstract and the view that language knowledge is learned from input are not incompatible.
Language skills in young bilingual children are highly varied as a result of the variability in t... more Language skills in young bilingual children are highly varied as a result of the variability in their language experiences, making it difficult for speech-language pathologists to differentiate language disorder from language difference in bilingual children. Understanding the sources of variability in bilingual contexts and the resulting variability in children's skills will help improve language assessment practices by speech-language pathologists. In this article, we review literature on bilingual first language development for children under 5 years of age. We describe the rate of development in single and total language growth, we describe effects of quantity of input and quality of input on growth, and we describe effects of family composition on language input and language growth in bilingual children. We provide recommendations for language assessment of young bilingual children and consider implications for optimizing children's dual language development.
As the number and scope of longitudinal investigations have expanded, so too have strategies for ... more As the number and scope of longitudinal investigations have expanded, so too have strategies for analyzing prospective data. Different analytic techniques are designed to answer different types of research questions. Person-centered approaches identify groups of individuals who share particular attributes or relations among attributes. They are well suited for addressing questions that concern group differences in patterns of development. Variable-centered approaches describe associations between variables. They are well suited for addressing questions that concern the relative contributions that predictor variables make to an outcome. This special issue includes conceptual essays and empirical reports designed to demonstrate the complementary strengths of these two different approaches. The articles illustrate how the integration of person-oriented and variable-oriented approaches can lead to a more complete understanding of the processes and patterns of human development.
Journal of Speech, Language, and Hearing Research, 2013
Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at ris... more Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children. Method: Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish-English bilingually developing children from 22 to 30 months of age based on results from the MacArthur-Bates Communicative Development Inventory (CDI; and the Inventario del Desarrollo de Habilidades Comunicativas . Bilingual children's scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children.
The relation of phonological memory to language experience and development was investigated in 41... more The relation of phonological memory to language experience and development was investigated in 41 Spanish-English bilingual first language learners. The children's relative exposure to English and Spanish and their phonological memory for English-and Spanishlike nonwords were assessed at 22 months of age, and their productive vocabulary and grammar in both languages were assessed at 25 months of age. Phonological memory for English-like nonwords was highly correlated with that for Spanish-like nonwords, and each was related to vocabulary and grammar in both languages, suggesting a language-general component to phonological memory skill. In addition, there was evidence of language-specific benefits of language exposure to phonological memory skill and of language-specific benefits of phonological memory skill to language development.
When Roger Brown selected Adam, Eve and Sarah to be the first three participants in the modern st... more When Roger Brown selected Adam, Eve and Sarah to be the first three participants in the modern study of child language, one of the criteria was the intelligibility of their speech (Brown, 1973). According to the prevailing view at the time, accuracy of pronunciation was ...
International Journal of Behavioral Development, 2008
Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children... more Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children's language development and on the language teaching practices used in the home. The children were between 24 and 47 months old. The relation of age-corrected language level to paternal education, child gender, and teaching practice use was examined. Children of more educated fathers were more advanced in language development than children of less educated fathers. Girls were more advanced than boys. Some language teaching practices were positively related to language development but one, the practice of eliciting imitation from children, was negatively related to language development. Vocabulary development showed a greater number of significant relations to environmental variables than did grammatical development. These results suggest the cross-linguistic and cross-cultural generalizability of previous findings from studies of North American samples with respect to correlates of children's early language development.
. Spanish-English articulation and phonology of 4-and 5-year-old preschool children: An initial i... more . Spanish-English articulation and phonology of 4-and 5-year-old preschool children: An initial investigation. Communication Disorders Quarterly, 31,[3][4][5][6][7][8][9][10][11][12][13][14] The purpose of the study was to examine differences between Spanish and English articulation (pronunciation of sounds) and phonology (speech sound system). The study included 16 Spanish-English bilingual children ranging in age from 4 to 5 years. Children's articulation and phonological abilities in Spanish were assessed using the Comprehensive Assessment of Spanish Articulation-Phonology. Children's articulation in English was assessed using the Goldman-Fristoe Test of Articulation-2 and their English phonology was assessed using the Khan-Lewis Phonological Analysis-2. Bilingual children's productions of English sounds were more accurate than their Spanish productions. Bilingual children's production errors differed from monolingual children's production errors. The researchers concluded that a relationship between articulation accuracy and increased English exposure in school environments compared to Spanish may have contributed to higher accuracy in English productions. They also concluded that learning two languages had an effect on speech sound production errors.
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