Identifying the Dimensionality of Oral Language Skills of Children With Typical Development in Preschool Through Fifth Grade

Lonigan, Christopher J.; Milburn, Trelani

doi:10.1044/2017_jslhr-l-15-0402

Cited by 75 publications

(76 citation statements)

References 31 publications

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“…Many of the dialogic techniques employed seek to elicit a verbal response and this promotion of child verbal participation may account for the consistent benefit in child expressive language. However, recent research using confirmatory factor analysis on multiple measures of language, suggests that expressive and receptive vocabulary are best conceptualized as a single construct (Lonigan & Milburn, ). Thus, the differences in effects found may be a result of variability in how these skills were measured, rather than reflecting any actual differences in the children's capacities.…”

Section: Discussionmentioning

confidence: 99%

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

et al. 2019

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Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta‐analyses using robust variance estimation modeling on results from 19 RCTs (Ntotal = 2,594; Mchildage = 1–6 years). Overall, book‐sharing interventions had a small sized effect on both expressive language (d = 0.41) and receptive language (d = 0.26). They had a large effect on caregiver book‐sharing competence (d = 1.01). The impact of the intervention on child language was moderated by intervention dosage, with lower dosage associated with a minimal impact. Child age and caregiver education level were unrelated to child outcome. This review and meta‐analysis confirms the promise of book‐sharing interventions for enhancing and accelerating child language development.

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Section: Discussionmentioning

confidence: 99%

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

et al. 2019

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“…Vocabulary and grammar skills have been shown to operate as unitary dimensions early in life but become more distinct over time (Language and Reading Research Consortium, 2015;Tomblin & Zhang, 2006). More recent research by Lonigan and Milburn (2017) found that while vocabulary and syntax operated as distinct constructs from preschool to fifth grade, they were highly related, sharing 81%-88% of variance. Thus, in our study, the measure of vocabulary was likely to be a reliable estimate of global language ability.…”

Section: Limitationsmentioning

confidence: 99%

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

et al. 2019

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This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4–5, 6–7, and 8–9 years) and hyperactivity‐inattention, conduct problems and emotional symptoms (8–9, 10–11, 12–13, 14–15 years), and literacy and peer problems (8–9 years). Lower growth in vocabulary was related to trajectories of hyperactivity‐inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4–5 years compared to the full sample. These findings suggest that early literacy‐based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.

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“…In children with NH, spoken language development is best captured by a two-factor model (Lonigan and Milburn, 2017). The two factors, vocabulary and morphosyntax, are mutually influential with growth in vocabulary corresponding to growth in morphosyntax and vice versa (McBride-Chang et al, 2005;Wagner et al, 2007;Ramirez et al, 2014).…”

Section: Co-development Of Language Constructsmentioning

confidence: 99%

Rethinking Emergent Literacy in Children With Hearing Loss

et al. 2020

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Long-term literacy outcomes for children with hearing loss, particularly those with severeto-profound deafness who are fitted with cochlear implants (CIs) lag behind those of children with normal hearing (NH). The causes for these long-term deficits are not fully clear, though differences in auditory access between children who use CIs and those with NH may be a partial cause. This paper briefly reviews the emergent literacy model as proposed by Whitehurst and Lonigan (1998). We then examine the development of each of Whitehurst and Lonigan's identified factors in children who use CIs and how the extant knowledge of language and literacy development in children who use CIs may bear on the emergent literacy model. We then propose to modify the model for children who use CIs based on their unique developmental trajectories, influenced at least in part by their unique auditory access. We conclude with future directions for further development of an evidence-based emergent literacy model for children who use CIs and how this model could be used to inform intervention.

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Identifying the Dimensionality of Oral Language Skills of Children With Typical Development in Preschool Through Fifth Grade

Abstract: https://doi.org/10.23641/asha.5154220.

Cited by 75 publications

References 31 publications

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta‐Analysis

Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

Rethinking Emergent Literacy in Children With Hearing Loss

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