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Role of Parent Oral Language Input i...

Tabulda, Galiya A.

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Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills./
作者:	Tabulda, Galiya A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10259595
ISBN:	9781369863475

Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills.
Tabulda, Galiya A.

Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 160 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--The Florida State University, 2017.

Children's emergent literacy skills have been found to be predictive of concurrent and subsequent academic achievement. Proponents of a nurture-driven approach to learning posit that children's linguistic competencies are associated with the quantity and richness of language input that they receive from primary caregivers. The primary goal of this study was to investigate the longitudinal relations between the properties of parent language addressed to children when they were 3 years old and children's emergent literacy skills (vocabulary, grammar, and phonological awareness) a year later. This study also examined longitudinal continuity of children's emergent literacy skills and explored how two different types of parent language input (contextualized and decontextualized) predict children's outcomes.

ISBN: 9781369863475Subjects--Topical Terms:

643551
Language.

Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills.
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245 1 0 $a Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Beth M. Phillips.
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520 $a Children's emergent literacy skills have been found to be predictive of concurrent and subsequent academic achievement. Proponents of a nurture-driven approach to learning posit that children's linguistic competencies are associated with the quantity and richness of language input that they receive from primary caregivers. The primary goal of this study was to investigate the longitudinal relations between the properties of parent language addressed to children when they were 3 years old and children's emergent literacy skills (vocabulary, grammar, and phonological awareness) a year later. This study also examined longitudinal continuity of children's emergent literacy skills and explored how two different types of parent language input (contextualized and decontextualized) predict children's outcomes.
520 $a Participants included 69 parent-child dyads from diverse socio-economic and ethnic backgrounds. Participants were audio-recorded at home during completion of two semi-structured tasks: conversation about past events and free play. Parent and child verbal communication was transcribed, coded and analyzed. About a year later, participating children were assessed using a battery of standardized tests measuring vocabulary, grammatical skill, and phonological awareness skills.
520 $a The results indicated that children's early oral language skills, vocabulary in particular, predict their later emergent literacy skills. Parent oral language input, specifically its lexical diversity, predicts later child emergent literacy skills when child prior language is not in the model. Finally, parent language input from different communication contexts did not differentially predict child outcomes. Overall, the findings tentatively supported a nurture-driven account of language acquisition in children and highlight the importance of providing sophisticated language models to children in early stages of language development.
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