Effects of a conversation intervention on the expressive vocabulary development of prekindergarten children

Language, Speech, and Hearing Services in Schools

Volumn 41, Issue 3, 2010, Pages 303-313

  Ruston, Hilary P ^a   Schwanenflugel, Paula J ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

Conversation; Intervention; Oral language; Preschool; Vocabulary

Indexed keywords

ANALYSIS OF VARIANCE; ARTICLE; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; FEMALE; HUMAN; HUMAN RELATION; INTERVIEW; LANGUAGE DEVELOPMENT; LANGUAGE TEST; LINGUISTICS; MALE; PRESCHOOL CHILD; RANDOMIZED CONTROLLED TRIAL;

ANALYSIS OF VARIANCE; CHILD LANGUAGE; CHILD, PRESCHOOL; FEMALE; HUMANS; INTERPERSONAL RELATIONS; INTERVIEWS AS TOPIC; LANGUAGE TESTS; MALE; VOCABULARY;

EID: 77955116955     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2009/08-0100)     Document Type: Article

References (85)

1. Auer, E. T., & Bernstein, L. E. (2008). Estimating when and how words are acquired: A natural experiment on the development of the mental lexicon. Journal of Speech, Language, and Hearing Research, 51, 750-758.
2. Balota, D., Milotti, M., & Cortese, M. J. (2001). Subjective frequency estimates for 2,938 monosyllabic words. Memory & Cognition, 29, 639-647.
3. Beals, D. E., De Temple, J. M., & Dickinson, D. K. (1994). Talking and listening that support early literacy development of children from lowincome families. In D. K. Dickinson (Ed.), Bridges to literacy: Children, families, and schools (pp. 19-40). Cambridge, MA: Basil Blackwell.
4. Berlin, B. (1992). Ethnobiological classification: Principles of categorization of plants and animals in traditional societies. Princeton, NJ: Princeton University Press.
5. Britto, P. R., & Brooks-Gunn, J. (2001). Beyond shared book reading: Dimensions of home literacy and low-income African American preschoolers' skills. New Directions for Child & Adolescent Development, 2001(92), 73-90.
6. Campbell, J. M., Bell, S. K., & Keith, L. K. (2001). Concurrent validity of the Peabody Picture Vocabulary Test-Third Edition as an intelligence and achievement screener for low SES African American children. Assessment, 8(1), 85-94.
7. Champion, T. B. (2003). Understanding storytelling among African American children: A journey from Africa to America. Mahwah, NJ: Erlbaum.
8. Champion, T. B., Hyter, Y. D., McCabe, A., & Bland-Stewart, L. M. (2003). "A matter of vocabulary": Performances of low-income African American Head Start children on the Peabody Picture Vocabulary Test- III. Communication Disorders Quarterly, 24, 121-127.
9. Cote, L. R. (2001). Language opportunities during mealtime in preschool classrooms. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children learning at home and school (pp. 205-221). Baltimore, MD: Brookes.
10. Curenton, S. M., Craig, M. J., & Flanigan, N. (2008). Use of decontextualized talk across story contexts: How oral storytelling and emergent reading can scaffold children's development. Early Education and Development, 19, 161-187.
11. Curenton, S. M., & Justice, L. M. (2004). African American and Caucasian preschoolers' use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools, 35, 240-253.
12. Dale, P. S., Bates, E., Reznick, J. S., & Morisset, C. (1989). The validity of a parent report instrument of child language at twenty months. Journal of Child Language, 16, 239-249.
13. Day, A. (1989). Carl goes shopping. New York, NY: Farrar Straus Giroux.
14. Day, A. (1991). Good dog, Carl. New York, NY: Green Tiger Press.
15. Dickinson, D. K., Cote, L., & Smith, M.W. (1993). Learning vocabulary in preschool: Social and discourse contexts affecting vocabulary growth. In C. Daiute (Ed.), The development of literacy through social interaction (pp. 67-78). San Francisco, CA: Jossey-Bass.
16. Dickinson, D. K., & McCabe, A. (1991). The acquisition and development of language: A social interactionist account of language and literacy development. In J. F. Kavanagh (Ed.), The language continuum: From infancy to literacy (pp. 1-40). Parkton, MD: York Press.
17. Dickinson, D. K., & Smith, M.W. (1994). Long-term effects of preschool teachers' book readings on low-income vocabulary and story. Reading Research Quarterly, 29(2), 104-122.
18. Duncan, G. J., & Brooks-Gunn, J. (1994). Economic deprivation and early childhood development. Child Development, 65(2), 296-318.
19. Dunn, L., Beach, S. A., & Kontos, S. (1994). Quality of the literacy environment in day care and children's development. Journal of Research in Childhood Education, 9(1), 24-34.
20. Ensminger, M. E., & Fothergill, K. (2003). A decade of measuring SES: What it tells us and where to go from here. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 13-27). Mahwah, NJ: Erlbaum.
21. Entwisle, D. R., Alexander, K. L., & Olson, L. S. (1997). Children, schools, and inequality. Boulder, CO: Westview Press.
22. Entwisle, D. R., & Astone, N. M. (1994). Some practical guidelines for measuring youth's race/ethnicity and socioeconomic status. Child Development, 65, 1541-1545.
23. Fey, M. E., Cleave, P. L., & Long, S. H. (1997). Two models of grammar facilitation in children with language impairments: Phase 2. Journal of Speech, Language, and Hearing Research, 40, 5-19.
24. Fradis, A., Mihailescu, L.,&Jipescu, I. (1992). The distribution of major grammatical classes in the vocabulary of Romanian aphasic patients. Aphasiology, 6(5), 477-489.
25. Gelman, S. A., Wilcox, S. A., & Clark, E. V. (1989). Conceptual and lexical hierarchies in young children. Cognitive Development, 4, 309-326.
26. Gilhooly, K. J. (1984). Word age-of-acquisition and residence time in lexical memory as factors in word naming. Current Psychological Research and Reviews, 3, 24-31.
27. Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12(3), 299-311.
28. Girolametto, L., Weitzman, E., & Greenberg, J. (2006). Facilitating language skills. Infants & Young Children: An Interdisciplinary Journal of Special Care Practices, 19(1), 36-49.
29. Girolametto, L., Weitzman, E., Lieshout, R. V., & Duff, D. (2000). Directiveness in teachers' language input to toddlers and preschoolers in day care. Journal of Speech, Language, and Hearing Research, 43(5), 1101-1114.
30. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
31. Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 1368-1378.
32. Hoff, E., Laursen, B., & Tardif, T. (2002). Socioeconomic status and parenting. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 2: Biology and ecology of parenting (2nd ed., 231-252). Mahwah, NJ: Erlbaum.
33. Hoff-Ginsberg, E. (1986). Function and structure in maternal speech: Their relation to the child's development of syntax. Developmental Psychology, 22(2), 155-163.
34. Hoff-Ginsberg, E. (1990). Maternal speech and the child's development of syntax: A further look. Journal of Child Language, 17, 85-99.
35. Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62(4), 782-796.
36. Huttenlocher, J., Haight,W., Bryk, A., Seltzer, M.,&Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248.
37. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45(3), 337-374.
38. Justice, L. M. (2002). Word exposure conditions and preschoolers' novel word learning during shared storybook reading. Reading Psychology, 23(2), 87-106.
39. Layzer, J., Goodson, B., & Moss, M. (1993). Life in preschool: Volume one of an observational study of early childhood programs for disadvantaged four-year-olds. Cambridge, MA: ABT Associates.
40. Karweit, N., &Wasik, B. A. (1996). The effects of story reading programs on literacy and language development of disadvantaged preschoolers. Journal of Education for Students Placed at Risk, 1, 319-348.
41. Kirk, R. E. (1982). Experimental design: Procedures for the behavioral sciences. Belmont, CA: Brooks/Cole.
42. Kontos, S., & Wilcox-Herzog, A. (1997). Teachers' interactions with children: Why are they so important? Research in review. Young Children, 52(2), 4-12.
43. MacWhinney, B. (2000). The CHILDES project: Tools for analyzing talk (3rd ed.). Mahwah, NJ: Erlbaum.
44. Malvern, D. D., & Richards, B. (2002). Investigating accommodation in language proficiency interviews using a new measure of lexical diversity. Language Testing, 19(1), 85-104.
45. Malvern, D. D., Richards, B. J., Chipere, N., & Durán, P. (2004). Lexical diversity and language development: Quantification and assessment. New York, NY: Palgrave MacMillan.
46. McCabe, A., Peterson, C., & Connors, D. M. (2006). Attachment security and narrative elaboration. International Journal of Behavioral Development, 30(5), 398-409.
47. McCartney, K. (1984). Effect of quality of day care environment on children's language development. Developmental Psychology, 20, 244-260.
48. Mervis, C. B. (1987). Child-basic categories and early lexical development. In U. Neisser (Ed.), Concepts and conceptual development: Ecological and intellectual factors in categorization (pp. 201-233). New York, NY: Cambridge University Press.
49. Morrow, L. M., & Smith, J. K. (1990). The effects of group size on interactive story book reading. Reading Research Quarterly, 25, 213-231.
50. Nakao, K., & Treas, J. (1994). Updating occupational prestige and socioeconomic scores: How the new measures measure up. Sociological Methodology, 24, 1-72.
51. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Pub. No. 00-4769). Washington, DC: Government Printing Office.
52. National Institute of Child Health and Human Development Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41, 428-442.
53. O'Brien, M., & Bi, X. (1995). Language learning in context: Teacher and toddler speech in three classroom play areas. Topics in Early Childhood Special Education, 15, 148-163.
54. Oshima-Takane, Y., & Robbins, M. (2003). Linguistic environment of secondborn children. First Language, 23(67), 21-40.
55. Owen, A. J., & Leonard, L. B. (2002). Lexical diversity in the spontaneous speech of children with specific language impairment: Application of D. Journal of Speech, Language, and Hearing Research, 45(5), 927-937.
56. Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-782.
57. Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narratives in preschoolers: An intervention study. Journal of Child Language, 26(1), 49-67.
58. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
59. Read, J., & Chapelle, C. A. (2001). A framework for second language vocabulary assessment. Language Testing, 18(1), 1-32.
60. Reese, E. (1995). Predicting children's literacy from mother-child conversations. Cognitive Development, 10, 381-405.
61. Reese, E., & Fivush, R. (1993). Parental styles of talking about the past. Developmental Psychology, 29(3), 596-606.
62. Restrepo, M., Schwanenflugel, P., Blake, J., Neuharth-Pritchett, S., Cramer, S., & Ruston, H. (2006). Performance on the PPVT-III and the EVT: Applicability of the measures with African American and European American preschool children. Language, Speech, and Hearing Services in Schools, 37, 17-27.
63. Rosemary, C. A., & Roskos, K. A. (2002). Literacy conversations between adults and children at child care: Descriptive observations and hypotheses. Journal of Research in Childhood Education, 16(2), 212-231.
64. Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95(5), 259-272.
65. Schwanenflugel, P. J. (Ed.). (1991). Why are abstract concepts hard to understand? In P. J. Schwanenflugel (Ed.), The psychology of word meanings (pp. 223-250). Hillsdale, NJ: Erlbaum.
66. Schwanenflugel, P. J., Hamilton, C. E., Bradley, B. A., Ruston, H. P., Neuharth-Pritchett, S., & Restrepo, M. A. (2005). Classroom practices for vocabulary enhancement in prekindergarten: Lessons from PAVEd for Success. In E. H. Hiebert & M. Kamil (Eds.), Bringing scientific research to practice: Vocabulary (pp. 155-177). Hillsdale, NJ: Erlbaum.
67. Schwanenflugel, P. J.,Hamilton,C. E.,Neuharth-Pritchett, S.,Restrepo, M. A., Bradley, B. A., &Webb, M.-Y. (in press). PAVEd for Success: An evaluation of a comprehensive literacy program for 4-year-old children. Journal of Literacy Research.
68. Silverman, S., & Ratner, N. B. (2002). Measuring lexical diversity in children who stutter: Application of vocD. Journal of Fluency Disorders, 27, 289-304.
69. Smith, S. S., & Dixon, R. G. (1995). Literacy concepts of low- and middle-class four-year-olds entering preschool. Journal of Educational Research, 88, 243-253.
70. Snow, C. E. (1991, April). The social prerequisites of literacy development: Home and school experiences of preschool-aged children from lowincome families. Symposium presented at the annual meeting of the American Educational Research Association, Chicago, IL.
71. Snow, C. E., & Blum-Kulka, S. (2002). From home to school: School-age children talking with adults. In S. Blum-Kulka & C. E. Snow (Eds.), Talking to adults: The contribution of multiparty discourse to language acquisition (pp. 327-341). Mahwah, NJ: Erlbaum.
72. Stockmyer, C. (2001). Remember when Mom wanted you home for dinner? Nutrition Reviews, 59, 57-60.
73. Storch, S. A., &Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934-947.
74. Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28, 1106-1114.
75. Vasilyeva, M., Huttenlocher, J., & Waterfall, H. (2006). Effects of language intervention on syntactic skill levels in preschoolers. Developmental Psychology, 42(1), 164-174.
76. Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93, 243-250.
77. Wasik, B. A., Bond, M. A., & Hindman, A. (2006). The effects of a language and literacy intervention on Head Start children and teachers. Journal of Educational Psychology, 98, 63-74.
78. Webb, M.-Y., Cohen, A. S., & Schwanenflugel, P. J. (2008). Latent class analysis of differential item functioning on the Peabody Picture Vocabulary Test-III. Educational and Psychological Measurement, 68, 335-351.
79. Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure. Developmental Psychology, 37(2), 265-279.
80. Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.
81. Wells, G., &Wells, J. (1984). Learning to talk and talking to learn. Theory into Practice, 23(3), 190-197.
82. Westerveld, M. F., Gillon, G. T., & Miller, J. F. (2004). Spoken language samples of New Zealand children in conversation and narration. Advances in Speech Language Pathology, 6(4), 195-208.
83. Wilcox-Herzog, A., & Kontos, S. (1998). The nature of teacher talk in early childhood classrooms and its relationship to children's play. Journal of Genetic Psychology, 159, 30-44.
84. Williams,K.T. (1997). Expressive Vocabulary Test. Circle Pines, MN: AGS.
85. Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator's word frequency guide. Brewster, NY: Touchstone Applied Science Associates.