Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers

Patterson, Janet L.

doi:10.1017/s0142716402004010

Cited by 136 publications

(130 citation statements)

References 20 publications

(43 reference statements)

Supporting

Mentioning

106

Contrasting

Unclassified

Order By: Relevance

“…Social interactions and experiences in language of care have been shown to influence language learning and literacy skills of children exposed to two languages (Eilers, Pearson, & Cobo-Lewis, 2006;Patterson, 2002;Patterson & Pearson, 2004;Pearson, 2007;Tabors & Snow, 2001;Verhoeven, 2006). The same was true for the bilingually reared children in our study.…”

Section: Discussionsupporting

confidence: 72%

“…Some evidence exists that frequency of social interactions, shared engagements with caregivers at home and day care, and joint activities with siblings and peers promote bilingual development (Pearson, 2007;Tabors & Snow, 2001;Verhoeven, 2006). Language-specific relations between frequency of joint picture-book reading and vocabulary size have been found already among 2-yearold Spanish-English bilinguals, even after controlling for amount of exposure (Patterson, 2002). Leseman and van Tuijl (2006) report that, in addition to the dominant language at home, frequency of joint reading well before school entry was related to Dutch vocabulary scores and oral text comprehension at 5 and 6 years of age, but not to phonological skills and PWM span.…”

Section: Exposure To Two Languages Influences Acquisition Of Literacymentioning

confidence: 99%

See 1 more Smart Citation

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Silvén

Rubinov

2009

Read Writ

View full text Add to dashboard Cite

Language proficiency before school entry has proven to be a powerful predictor of literacy development. This longitudinal study examined how simultaneous exposure to two richly inflected languages from birth contributes to the development of language-related literacy precursors at preschool age compared to peers exposed to one language. The community language turned out to be the stronger language of the bilinguals by 4 years of age and to a great extent ageappropriate compared to monolingual peers. The same initial exposure conditions resulted in three bilingual and two monolingual language proficiency profiles. For the bilinguals changes in the proportion of exposure to two home languages and frequency of language-specific social interactions explained proficiency in each language, whereas for the monolinguals exposure did not explain language proficiency. Our findings give support for the primary impact of exposure on the development of bilingualism and preliteracy skills.

show abstract

Section: Discussionsupporting

confidence: 72%

Section: Exposure To Two Languages Influences Acquisition Of Literacymentioning

confidence: 99%

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Silvén

Rubinov

2009

Read Writ

View full text Add to dashboard Cite

show abstract

“…Exposure to non-dominant language at home environments may have little or no influence on production of error patterns in bilingual children, if the source of exposure to the non-dominant language is the parents who are not dominant in that language and therefore are not able to provide a robust model for bilingual children to learn and differentiate phonological systems [61,62]. In addition, the literature suggests that shared language experiences such as book reading are supportive of language development [63,64]. Mere exposure to language(s), reflected in language dominance, may not impose significantly on learning phonemic contrasts and reorganisation of phonological systems [e.g.…”

Section: Factors Influencing Error Production In Bilingual Childrenmentioning

confidence: 99%

Phonological Skills in Korean-English Bilingual Children: Phonetic Inventory and Segmental Accuracy

Kim

Ballard

McCann

2017

Clin Arch Commun Disord

View full text Add to dashboard Cite

Purpose: Type of surface-level speech errors can be diagnostically valuable information to identify children with speech sound disorder (SSD). There is a lack of such information for bilingual children, which makes identifying bilingual children with SSD a significant challenge. This article reports on error production in Korean-English bilingual (KEB) children.Methods: Single-word samples were collected from 52 KEB children aged between 3;0 and 7;11. The word productions were analysed for error and compared to the existing date from monolingual English-speaking (ME) and monolingual Korean-speaking (MK) children.Results: While some children's error production was similar to what would be expected in respective monolingual children, other children produced errors that would be considered delay, atypical or even advanced for their monolingual counterparts in both of their languages. No reliable factors could be identified to determine the characteristics associated with delay, atypical or advanced error production compared to monolingual children. Conclusions:There are qualitative differences in phonological development between monolingual and bilingual children. The clinical use of available monolingual normative data is likely to lead to an inaccurate diagnosis of SSD. Small cohort studies in bilingual phonological development should not be taken as normative data in clinical practice due to heterogeneity.

show abstract

“…Regarding quantity, Patterson (2002) found that the frequency of shared storybook reading in Spanish was positively and significantly related to Spanish expressive vocabulary size in bilingual toddlers. Multiple exposures to storybooks are important for young children acquiring a second language (Espinosa, as cited in Cohen et al 2012;Collins 2010).…”

Section: Shared Storybook Reading For Dlls; Quantity Quality and Efmentioning

confidence: 98%

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

Walsh

Sánchez

Burnham

2015

Early Childhood Educ J

View full text Add to dashboard Cite

This study examined various ways of asking questions about target vocabulary words during shared storybook reading with young Hispanic dual language learners enrolled in Head Start. The study examined the demand level and placement of adults' questions during shared storybook reading. The research design incorporated five conditions; namely, adults' (a) low demand and interrupting questions, (b) high demand and interrupting questions, (c) low demand and non-interrupting questions, (d) high demand and non-interrupting questions, and (e) a control. Participants were 57 children with Spanish as the primary language spoken to children in the home with most of their parents identifying as having been born in a Latin American country. The present study suggests that demand level rather than interrupting status accounts for more differences in children's novel vocabulary expressive scores, with children in the high demand group scoring higher than those in the low demand group.

show abstract

Relationships of expressive vocabulary to frequency of reading and television experience among bilingual toddlers

Cited by 136 publications

References 20 publications

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Language and preliteracy skills in bilinguals and monolinguals at preschool age: effects of exposure to richly inflected speech from birth

Phonological Skills in Korean-English Bilingual Children: Phonetic Inventory and Segmental Accuracy

Shared Storybook Reading in Head Start: Impact of Questioning Styles on the Vocabulary of Hispanic Dual Language Learners

Contact Info

Product

Resources

About