Language input and child syntax

Huttenlocher, Janellen; Vasilyeva, Marina; Cymerman, Elina; Levine, Susan C.

doi:10.1016/s0010-0285(02)00500-5

Cited by 694 publications

(570 citation statements)

References 31 publications

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“…In these interventions, preschool educators are trained to utilize specific language-facilitation techniques in their formal and informal interactions with children to provide frequent exemplars of language forms and functions that are slightly advanced of (and thus responsive to) children's linguistic abilities. and meal time (e.g., Bunce, 1995;Dickinson, 2006;Girolametto & Weitzman, 2002;Huttenlocher, Vasilyeva, Cymerman, & Levine, 2002;McKeown & Beck, 2006;Wasik et al, 2006), and have been causally associated with accelerated language outcomes in preschool children.The defining characteristics of high-quality literacy instruction in the preschool classroom must be differentiated from the responsive and conversationally-oriented features of highquality language instruction. High-quality literacy instruction features systematic and explicit direct instruction that teaches children about the code-based characteristics of written language, to include both phonological and print structures.…”

mentioning

confidence: 99%

“…In these interventions, preschool educators are trained to utilize specific language-facilitation techniques in their formal and informal interactions with children to provide frequent exemplars of language forms and functions that are slightly advanced of (and thus responsive to) children's linguistic abilities. These techniques, such as open-ended questions, expansions, and recasts, are applied across a variety of classroom contexts, such as center time, storybook reading, and meal time (e.g., Bunce, 1995;Dickinson, 2006;Girolametto & Weitzman, 2002;Huttenlocher, Vasilyeva, Cymerman, & Levine, 2002;McKeown & Beck, 2006;Wasik et al, 2006), and have been causally associated with accelerated language outcomes in preschool children.…”

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confidence: 99%

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Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

500

298

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Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publiclyfunded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms of teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy.Two-thirds of 4-year-olds currently participate in early education programs, and this figure is growing annually in light of many state-level initiatives to expand enrollment or provide universal access to preschool for 4-year-old children (Barnett & Yarosz, 2004). Complementing these initiatives are movements to improve the quality of instruction within preschool programs, particularly in the area of language and literacy. As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this ear...

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mentioning

confidence: 99%

“…In these interventions, preschool educators are trained to utilize specific language-facilitation techniques in their formal and informal interactions with children to provide frequent exemplars of language forms and functions that are slightly advanced of (and thus responsive to) children's linguistic abilities. These techniques, such as open-ended questions, expansions, and recasts, are applied across a variety of classroom contexts, such as center time, storybook reading, and meal time (e.g., Bunce, 1995;Dickinson, 2006;Girolametto & Weitzman, 2002;Huttenlocher, Vasilyeva, Cymerman, & Levine, 2002;McKeown & Beck, 2006;Wasik et al, 2006), and have been causally associated with accelerated language outcomes in preschool children.…”

mentioning

confidence: 99%

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

500

298

View full text Add to dashboard Cite

show abstract

“…She also states that when the amount of input increases, a more coherent language system can be formed which consequently can be effective in more efficient language learning. Huttenlocher et al (2002) tested the relationship between children"s differences and different kinds of language input and the effect of teacher"s language input on the child"s syntactic development. The speech of 4-year-old children and their teachers" and parents" performing ordinary activities and different tasks were tape recorded and video taped.…”

Section: The Role Of Instructional Inputmentioning

confidence: 99%

“…On the other hand, the effect of language input on the learners" performance is emphasised and the amount of exposure or language input is also introduced as an important factor in the language learning process (Sebastian-Galles 2005, Borovsky 2008, Kharkhurin 2008, Huttenlocher et al 2002, Francis 2003, Larson-Hall 2008, Unsworth 2008, Mo"tamed Sharee"ati 1991. According to Sebastian-Galles et al (2005), if the amount of input is sufficient, learners can easily learn even the difficult aspects of the language.…”

Section: Introductionmentioning

confidence: 99%

“…According to Sebastian-Galles et al (2005), if the amount of input is sufficient, learners can easily learn even the difficult aspects of the language. Huttenlocher et al (2002) state that great amounts of exposure results in the better comprehension and production and greater syntactic forms in the input leads to gaining a higher level of skills. It is even claimed that a great amount of exposure results in the elimination of incorrect forms and makes learning easier (Francis 2003).…”

Section: Introductionmentioning

confidence: 99%

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