Input Subject Diversity Enhances Early Grammatical Growth: Evidence from a Parent-Implemented Intervention

Autor/inn/en	Hadley, Pamela A.; Rispoli, Matthew; Holt, Janet K.; Papastratakos, Theodora; Hsu, Ning; Kubalanza, Mary; McKenna, Megan M.
Titel	Input Subject Diversity Enhances Early Grammatical Growth: Evidence from a Parent-Implemented Intervention
Quelle	In: Language Learning and Development, 13 (2017) 1, S.54-79 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2016.1193020
Schlagwörter	Parents; Hypothesis Testing; Control Groups; Toddlers; Sentences; Intervention; Nouns; Comparative Analysis; Predictor Variables; Sentence Structure; Child Language; Language Acquisition; Vocabulary Development; Quasiexperimental Design; Parent Child Relationship; Language Skills; Measures (Individuals); Statistical Analysis; Experimental Groups; Grammar; Telephone Surveys; Coaching (Performance); Hierarchical Linear Modeling; Illinois; Mean Length of Utterance; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Eltern; Hypothesenprüfung; Hypothesentest; Infant; Infants; Toddler; Kleinkind; Sentence analysis; Satzanalyse; Prädiktor; Satzbau; Satzstruktur; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Wortschatzarbeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Language skill; Sprachkompetenz; Messdaten; Statistische Analyse; Grammatik; Telephone interview; Telefoninterview
Abstract	Purpose: The current study used an intervention design to test the hypothesis that parent input sentences with diverse lexical noun phrase (NP) subjects would accelerate growth in children's sentence diversity. Method: Child growth in third person sentence diversity was modeled from 21-30 months (n = 38) in conversational language samples obtained at 21, 24, 27, and 30 months. Treatment parents (n = 19) received instruction on strategies designed to increase lexical NP subjects (e.g., "The baby[underlined] is sleeping."). Instruction consisted of one group education session and two individual coaching sessions which took place when children were approximately 22-23 months of age. Results: Treatment substantially increased parents' lexical NP subject tokens and types (?[subscript p][superscript 2] = 0.45) compared to controls. Children's number of different words was a significant predictor of sentence diversity in the analyses of group treatment effects and individual input effects. Treatment condition was not a significant predictor of treatment effects on children's sentence diversity, but parents' lexical NP subject types was a significant predictor of children's sentence diversity growth, even after controlling for children's number of different words over time. Conclusions: These findings establish a link between subject diversity in parent input and children's early grammatical growth, and the feasibility of using relatively simple strategies to alter this specific grammatical property of parent language input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01