Decontextualized Language Input and Preschoolers' Vocabulary Development

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Decontextualized Language Input and Preschoolers' Vocabulary Development

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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.
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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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