Year: 2013
Type: article
Abstract: This article discusses the importance of using decontextualized language, or language that is removed from the here and now including pretend, narrative, and explanatory talk, with preschool children. The literature on parents' use of decontextualized language is reviewed and results of a longitudinal study of parent decontextualized language input in relation to child vocabulary development are explained. The main findings are that parents who provide their preschool children with more explanations and narrative utterances about past or future events in the input have children with larger vocabularies 1 year later, even with quantity of parent input and child prior vocabulary skill controlled. Recommendations for how to engage children in decontextualized language conversations are provided.
Source: Seminars in Speech and Language
Author: Meredith Rowe
Institution: University of Maryland, College Park
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
Awards: G4497112393, G635866288, G996794571
OpenAlex ID: W2161358040