Language In Preschool Children Research Articles

Accelerating language development through picture book reading: Replication and extension to a videotape training format.

G. J. Whitehurst et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading, produced substantial effects on preschool children's language development. However, the costs of one-on-one training limit the widespread use of dialogic reading techniques. In this study the authors aimed to replicate and extend the results of the original study of dialogic reading by developing and evaluating an inexpensive videotape training package for teaching dialogic reading techniques. Mothers were randomly assigned to receive no training, traditional direct training, or videotape training

The Relationship between Language Ages of Preschool Children Derived from a Parent Informant Scale and Language Ages Derived from Tests Administered Directly to the Preschool Child

This study compared mothers' descriptions of their preschool children's language skills with the language skills their children demonstrate in a direct testing situation to determine if information from mothers is consistent with the information gained from testing the child. The children and their mothers were interviewed individually. The Verbal Language Development Scale, an informant scale, was administered to each mother. The Utah Test of Language Development, an individual standardized test, was administered to each child. A correlational design was used to compare the language age of the preschool child obtained from the informant scale with the test administered to the child. The results of the study indicated that the mother's description of her preschool child's language skills was in agreement with results obtained in testing the child. Thirty-five preschool children, ages two to five years, referred to the Fairfax County Public Schools Diagnostic Center, Fairfax County, Virginia, were included in the study.

The development of vague modifiers in the language of pre-school children

ABSTRACTPre-school children's comprehension of the adverbial modifiers very and sort of, when combined with two pairs of polar dimensional adjectives (big/little and tall/short) was experimentally investigated in 64 children (three, four and five years of age). The task involved the choice of an item from a graduated array of nine objects in response to questions combining the modifiers and adjectives. Results suggested that comprehension of very begins in the third year and is understood consistently by the four- and five-year-olds in combination with all four adjectives. Sort of is not understood by the three-year-olds, but appears to be available to the four- and five-year-olds. Results are interpreted as a reflection of an early appreciation that linguistic categories are not well bounded.

Psychological Views on the Development and Function of Language in Pre-School Children

Psychological Views on the Development and Function of Language in Pre-School Children

The Effect of Social Groupings upon the Language of Preschool Children

The Effect of Social Groupings upon the Language of Preschool Children