The purpose of this study was to provide descriptive information about low‐income fathers’ and mothers’ talk to toddlers and to re‐examine the bridge hypothesis (Gleason, 1975) in light of current changes in family structure and childcare responsibilities. Thirty‐three father–child and mother–child dyads were videotaped during semi‐structured free play at home. Fathers’ and mothers’ talk to children did not differ in amount, diversity of vocabulary, or linguistic complexity as measured by mean length of utterance. However, fathers produced more wh‐questions and explicit clarification requests, thus presenting more conversational challenges to children. Resident fathers employed more direct forms of prohibitives. Results suggest the need for closer examination of factors related to child‐directed speech in varying family configurations.

Despite the growing body of research on writing assessment, little attention has been devoted to developing and validating measures for beginning writers. This study examined the technical adequacy of a Sentence Writing measure with 233 students in kindergarten and first grade. The reliability, validity, and sensitivity to growth were investigated for production scores (words written, correctly spelled words, and correct word sequences) and for a novel Qualitative Score. Most of the scores have promising alternate-form reliability and criterion-related validity with norm-referenced writing assessments. In addition, all scores were sensitive to bimonthly growth and differentiated between students in kindergarten and first grade. The results indicated that the Qualitative Writing Score may be a promising assessment for beginning writers.

No abstract

No abstract

No abstract