Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence

Autor/inn/en	Uccelli, Paola; Demir-Lira, Özlem Ece; Rowe, Meredith L.; Levine, Susan; Goldin-Meadow, Susan
Titel	Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence
Quelle	In: Child Development, 90 (2019) 5, S.1650-1663 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rowe, Meredith L.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13034
Schlagwörter	Academic Language; Language Proficiency; Toddlers; Grade 7; Predictor Variables; Language Acquisition; Child Language; Socioeconomic Status; Parent Influence; Syntax + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Language skill; Language skills; Sprachkompetenz; Infant; Infants; Toddler; Kleinkind; School year 07; 7. Schuljahr; Schuljahr 07; Prädiktor; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Socio-economic status; Sozioökonomischer Status
Abstract	This study examines whether children's decontextualized talk--talk about nonpresent events, explanations, or pretend--at 30 months predicts seventh-grade academic language proficiency (age 12). Academic language (AL) refers to the language of school texts. AL proficiency has been identified as an important predictor of adolescent text comprehension. Yet research on precursors to AL proficiency is scarce. Child decontextualized talk is known to be a predictor of early discourse development, but its relation to later language outcomes remains unclear. Forty-two children and their caregivers participated in this study. The proportion of child talk that was decontextualized emerged as a significant predictor of seventh-grade AL proficiency, even after controlling for socioeconomic status, parent decontextualized talk, child total words, child vocabulary, and child syntactic comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01