Decontextualized Language Input and Preschoolers' Vocabulary Development
| Title: | Decontextualized Language Input and Preschoolers' Vocabulary Development |
| Author: | Rowe, Meredith Lee |
| Citation: | Rowe, Meredith. 2013. “Decontextualized Language Input and Preschoolers’ Vocabulary Development.” Semin Speech Lang 34 (04): 260–266. |
| Full Text & Related Files: |
Rowe 2013.pdf (124.6Kb; PDF) 
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| Abstract: | This article discusses the importance of using decontextualized
language, or language that is removed from the here and now including pretend, narrative, and explanatory talk, with preschool children. The literature on parents’ use of decontextualized language is reviewed and results of a longitudinal study of parent decontextualized language input in relation to child vocabulary development are explained. The main findings are that parents who provide their preschool children with more explanations and narrative utterances about past or future events in the input have children with larger vocabularies 1 year later, even with quantity of parent input and child prior vocabulary skill controlled. Recommendations for how to engage children in decontextualized language conversations are provided. |
| Published Version: | doi:10.1055/s-0033-1353444 |
| Terms of Use: | This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA |
| Citable link to this page: | http://nrs.harvard.edu/urn-3:HUL.InstRepos:13041200 |
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