13.5: References

Last updated
Save as PDF

Page ID: 140687

Todd LaMarr

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

References for Supporting Language Development in Group Care

Acredolo, L. P., & Goodwyn, S. W. (1996). Baby signs: How to talk with your baby before your baby can talk. Chicago, IL: Contemporary Books.
Acredolo, L., Goodwyn, S., & Abrams, D. (2002). Baby signs: How to talk with your baby before your baby can talk. New York, NY: McGraw-Hill.
Alvarenga, P., Kuchirko, Y., Cerezo, M. Á., de Mendonça Filho, E. J., Bakeman, R., & Tamis-LeMonda, C. S. (2021). An intervention focused on maternal sensitivity enhanced mothers' verbal responsiveness to infants. Journal of Applied Developmental Psychology, 76, 101313.
Anderson-Yockel, J., & Haynes, W. O. (1994). Joint book-reading strategies in working-class African American and White mother-toddler dyads. Journal of Speech, Language, and Hearing Research, 37(3), 583-593.
Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86(2), 235.
Bainbridge, C. M., Bertolo, M., Youngers, J., Atwood, S., Yurdum, L., Simson, J., Lopez, K., Xing, F., Martin, A. & Mehr, S. A. (2021). Infants relax in response to unfamiliar foreign lullabies. Nature Human Behaviour, 5(2), 256-264.
Baker, N. D., & Nelson, K. E. (1984). Recasting and related conversational techniques for triggering syntactic advances by young children. First Language, 5(13), 3-21.
Bates, E., Camaioni, L., & Volterra, V. (1975). The acquisition of performatives prior to speech. Merrill-Palmer Quarterly of Behavior and Development, 21(3), 205-226.
Bateson, M. C. (1975). Mother‐infant exchanges: The epigenesis of conversational interaction. Annals of the New York Academy of Sciences, 263(1), 101-113.
Baumwell, L., Tamis-LeMonda, C. S., & Bornstein, M. H. (1997). Maternal verbal sensitivity and child language comprehension. Infant Behavior and Development, 20(2), 247-258.
Bellugi, U., & Klima, E. S. (1982). The acquisition of three morphological systems in American Sign Language. Papers and Reports on Child Language Development, 21.
Bonvillian, J. D., Orlansky, M. D., & Novack, L. L. (1983). Developmental milestones: Sign language acquisition and motor development. Child Development, 1435-1445.
Bornstein, M. H., Hahn, C. S., Putnick, D. L., & Pearson, R. M. (2018). Stability of core language skill from infancy to adolescence in typical and atypical development. Science Advances, 4(11), 7422.
Britto, P. R., Brooks-Gunn, J. & Griffin, T. M. (2006). Maternal reading and teaching patterns: Associations with school readiness in low‐income African American families. Reading Research Quarterly, 41(1), 68-89.
Brooks, R., & Meltzoff, A. N. (2005). The development of gaze following and its relation to language. Developmental Science, 8(6), 535-543.
Brown, M. I., Wang, C., & McLeod, S. (2022). Reading with 1–2 year olds impacts academic achievement at 8–11 years. Early Childhood Research Quarterly, 58, 198-207.
Bruce, M., Panneton, R., & Taylor, C. (2022). Multisensory integration and maternal sensitivity are related to each other and predictive of expressive vocabulary in 24-month-olds. Journal of Experimental Child Psychology, 214, 105304.
Burchinal, M., Vernon-Feagans, L., Cox, M., & Key Family Life Project Investigators. (2008). Cumulative social risk, parenting, and infant development in rural low-income communities. Parenting: Science and Practice, 8(1), 41-69.
Cain, D. W., Rudd, L. C., & Saxon, T. F. (2007). Effects of professional development training on joint attention engagement in low‐quality childcare centers. Early Child Development and Care, 177(2), 159-185.
Cameron-Faulkner, T., & Noble, C. (2013). A comparison of book text and child directed speech. First Language, 33(3), 268-279.
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1–174.
Caselli, N. K., Lieberman, A. M., & Pyers, J. E. (2020). The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur bates communicative development inventory for American sign language. Behavior Research Methods, 49, 784–801.
Chacko, A., Fabiano, G. A., Doctoroff, G. L., & Fortson, B. (2018). Engaging fathers in effective parenting for preschool children using shared book reading: A randomized controlled trial. Journal of Clinical Child & Adolescent Psychology, 47(1), 79-93.
Cleave, P. L., Becker, S. D., Curran, M. K., Van Horne, A. J. O., & Fey, M. E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 24(2), 237-255.
Cooper, R. P., Abraham, J., Berman, S., & Staska, M. (1997). The development of infants' preference for motherese. Infant Behavior and Development, 20(4), 477-488.
Cooper, R. P., & Aslin, R. N. (1994). Developmental differences in infant attention to the spectral properties of infant‐directed speech. Child Development, 65(6), 1663-1677.
Corina, D. P., & McBurney, S. L. (2001). The neural representation of language in users of American Sign Language. Journal of Communication Disorders, 34(6), 455-471.
Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli Jr, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth versus depth. The Elementary School Journal, 110(1), 1-18.
Davis, B., Torr, J., & Degotardi, S. (2015). Infants and toddlers: How visible are they in the Early Years Learning Framework? International Journal of Child Care and Education Policy, 9(1), 1-14.
Debaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20(2), 455-461.
Demir‐Lira, Ö. E., Applebaum, L. R., Goldin‐Meadow, S., & Levine, S. C. (2019). Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental Science, 22(3), e12764.
De Schuymer, L., De Groote, I., Striano, T., Stahl, D., & Roeyers, H. (2011). Dyadic and triadic skills in preterm and full term infants: A longitudinal study in the first year. Infant Behavior and Development, 34(1), 179-188.
Dickinson, D. K., & Tabors, P. O. (2001). Beginning literacy with language: Young children learning at home and school. Paul H Brookes Publishing.
Donnelly, S., & Kidd, E. (2021). The longitudinal relationship between conversational turn‐taking and vocabulary growth in early language development. Child Development, 92(2), 609-625.
Ellwood‐Lowe, M. E., Foushee, R., & Srinivasan, M. (2022). What causes the word gap? Financial concerns may systematically suppress child‐directed speech. Developmental Science, 25(1), e13151.
Falk, S., & Tsang, C. D. (2020). The role and functions of infant-directed singing in early development. In The Routledge companion to interdisciplinary studies in singing (pp. 179-188). Routledge.
Farran, L. K., Lee, C. C., Yoo, H., & Oller, D. K. (2016). Cross-cultural register differences in infant-directed speech: An initial study. PloS One, 11(3), e0151518.
Farrant, B. M., & Zubrick, S. R. (2013). Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the Longitudinal Study of Australian Children. First Language, 33(3), 280-293.
Ferjan Ramírez, N. (2022). Fathers' infant‐directed speech and its effects on child language development. Language and Linguistics Compass, 16(1), e12448.
Fernald, A. (1985). Four-month-old infants prefer to listen to motherese. Infant Behavior and Development, 8(2), 181-195.
Fernald, A. (1992). Meaningful melodies in mothers' speech to infants. In H. Papoušek & U. Jürgens (Eds.), Nonverbal Vocal Communication: Comparative and Developmental Approaches (pp. 262–282). New York, NY: Cambridge University Press.
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234-248.
Fernald, A., Taeschner, T., Dunn, J., Papousek, M., de Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers' and fathers' speech to preverbal infants. Journal of Child Language, 16(3), 477-501.
Fernald A, Weisleder A. (2010). Early language experience is vital to developing fluency in understanding. In S. Neuman & D. Dickinson (Eds), Handbook of Early Literacy Research (Vol. 3, pp. 3–19). Guilford Publications: New York.
Flack, Z. M., Field, A. P., & Horst, J. S. (2018). The effects of shared storybook reading on word learning: A meta-analysis. Developmental Psychology, 54(7), 1334.
Fletcher, K. L., & Jean‐Francois, B. (1998). Spontaneous responses during repeated reading in young children from ‘at risk’ backgrounds. Early Child Development and Care, 146(1), 53-68.
Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review, 25(1), 64-103.
Franco, F., Suttora, C., Spinelli, M., Kozar, I., & Fasolo, M. (2020). Singing to infants matters: Early singing interactions affect musical preferences and facilitate vocabulary building. Journal of Child Language, 1-26.
François, C., Teixidó, M., Takerkart, S., Agut, T., Bosch, L., & Rodriguez-Fornells, A. (2017). Enhanced neonatal brain responses to sung streams predict vocabulary outcomes by age 18 months. Scientific Reports, 7(1), 1-13.
Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Kimbrough Oller, D., Hansen, J. & Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-language Pathology, 26(2), 248-265.
Gilkerson, J., Richards, J. A., Warren, S. F., Oller, D. K., Russo, R., & Vohr, B. (2018). Language experience in the second year of life and language outcomes in late childhood. Pediatrics, 142(4).
Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33(4), 268–281.
Gogate, L. J., Bahrick, L. E., & Watson, J. D. (2000). A study of multimodal motherese: The role of temporal synchrony between verbal labels and gestures. Child Development, 71(4), 878–894.
Goldin‐Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10(6), 778-785.
Goldstein, M. H., King, A. P., & West, M. J. (2003). Social interaction shapes babbling: Testing parallels between birdsong and speech. Proceedings of the National Academy of Sciences, 100(13), 8030-8035.
Goldstein, M. H., & Schwade, J. A. (2008). Social feedback to infants' babbling facilitates rapid phonological learning. Psychological Science, 19(5), 515-523.
Goldstein, M. H., Schwade, J. A., & Bornstein, M. H. (2009). The value of vocalizing: Five‐month‐old infants associate their own noncry vocalizations with responses from caregivers. Child Development, 80(3), 636-644.
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis‐LeMonda, C. S., & Hirsh‐Pasek, K. (2019). Language matters: Denying the existence of the 30‐million‐word gap has serious consequences. Child Development, 90(3), 985-992.
Góngora, X., & Farkas, C. (2009). Infant sign language program effects on synchronic mother–infant interactions. Infant Behavior and Development, 32(2), 216-225.
Goodwyn, S. W., & Acredolo, L. P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development, 64(3), 688-701.
Goodwyn, S. W., & Acredolo, L. P. (1998). Encouraging symbolic gestures: A new perspective on the relationship between gesture and speech. In J. M. Iverson & S. Goldin-Meadow (eds.), The nature and functions of gesture in children’s communication (pp. 61–73). San Francisco, CA: Jossey-Bass.
Goodwyn, S. W., Acredolo, L. P., & Brown, C. A. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal behavior, 24(2), 81-103.
Gouri-Guberman, N. (2015). Enhancing joint attention skills among Ethiopian origin children. Procedia-Social and Behavioral Sciences, 209, 201-207.
Graf Estes, K., & Hurley, K. (2013). Infant‐directed prosody helps infants map sounds to meanings. Infancy, 18(5), 797-824.
Grolig, L., Cohrdes, C., Tiffin-Richards, S. P., & Schroeder, S. (2020). Narrative dialogic reading with wordless picture books: A cluster-randomized intervention study. Early Childhood Research Quarterly, 51, 191-203.
Grossmann, K. E., Bretherton, I., Waters, E., & Grossmann, K. (2013). Maternal sensitivity: Observational studies honoring Mary Ainsworth’s 100th year. Attachment & Human Development, 15(5-6), 443-447.
Haden, C. A., Reese, E., & Fivush, R. (1996). Mothers' extratextual comments during storybook reading: Stylistic differences over time and across texts. Discourse Processes, 21(2), 135-169.
Hahn, L. E., Benders, T., Snijders, T. M., & Fikkert, P. (2018). Infants ’ sensitivity to rhyme in songs. Infant Behavior and Development, 52, 130–139.
Hahn, L. E., Benders, T., Snijders, T. M., & Fikkert, P. (2020). Six‐month‐old infants recognize phrases in song and speech. Infancy, 25(5), 699-718.
Hart, B., and Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4-9.
Hayashi, A., Tamekawa, Y., & Kiritani, S. (2001). Developmental change in auditory preferences for speech stimuli in Japanese infants. Journal of Speech, Language, and Hearing Research, 44(6), 1189–1200.
Hayden, H. M. R., & Fagan, W. T. (1987). Keeping it in context: Strategies for enhancing literacy awareness. First Language, 7(20), 159-171.
Hilbrink, E. E., Gattis, M., & Levinson, S. C. (2015). Early developmental changes in the timing of turn-taking: a longitudinal study of mother–infant interaction. Frontiers in Psychology, 6, 1492.
Hilton, C. B., Moser, C. J., Bertolo, M., Lee-Rubin, H., Amir, D., Bainbridge, C. M., Simson, J., Knox, D., Glowacki, L., Galbarczyk, A., Jasienska, G., Ross, C. T., Neff, M. B., Martin, A., Cirelli, L. K., Trehub, S. E., Song, J., Kim, M., Schachner, A., Vardy, T. A., Atkinson, Q. D., Antfolk, J., Madhivanan, P., Siddaiah, A., Placek, C. D., Salali, G. D., Keestra, S., Singh, M., Collins, S. A., Patton, J. Q., Scaff, C.,Stieglitz, J., Moya, C., Sagar, R. R., Wood, B. M., Krasnow, M. M., & Mehr, S. A. (2022). Acoustic regularities in infant-directed speech and song across cultures. BioRxiv, 2020.04.09.032995. doi: https://doi.org/10.1101/2020.04.09.032995
Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., ... & Suma, K. (2015). The contribution of early communication quality to low-income children’s language success. Psychological Science, 26(7), 1071-1083.
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55-88.
Horst, J. S., Parsons, K. L., & Bryan, N. M. (2011). Get the story straight: Contextual repetition promotes word learning from storybooks. Frontiers in Psychology, 2, 17.
Huebner, C. E., & Meltzoff, A. N. (2005). Intervention to change parent–child reading style: A comparison of instructional methods. Journal of Applied Developmental Psychology, 26(3), 296-313.
Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children. Developmental Science, 11(6), 31-39.
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45(3), 337-374.
Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61(4), 343-365.
Keating, K., Daily, S., Cole, P., Murphey, D., Pina, G., Ryberg, R., Moron, L., & Laurore, J. (2021). State of babies yearbook: 2019. Washington, DC: Zero to Three and Bethesda M.D.: Child Trends.
Jepsen, J. B., De Clerck, G., Lutalo-Kiingi, S., & McGregor, W. B. (Eds.). (2015). Sign languages of the world: A comparative handbook. Walter de Gruyter GmbH & Co KG.
Johnson, M. H., & de Haan, M. (2011). Developmental cognitive neuroscience (3rd Ed.). Wiley-Blackwell.
Karrass, J., & Braungart-Rieker, J. M. (2005). Effects of shared parent–infant book reading on early language acquisition. Journal of Applied Developmental Psychology, 26(2), 133-148.
Karzon, R. G. (1985). Discrimination of polysyllabic sequences by one-to four-month-old infants. Journal of Experimental Child Psychology, 39(2), 326-342.
Keller, H., & Schölmerich, A. (1987). Infant vocalizations and parental reactions during the first 4 months of life. Developmental Psychology, 23(1), 62.
Kim, Y., & Riley, D. (2021). Accelerating early language and literacy skills through a preschool-home partnership using dialogic reading: A randomized trial. Child & Youth Care Forum, 50, 901–924.
Kitamura, C., & Lam, C. (2009). Age‐specific preferences for infant‐directed affective intent. Infancy, 14(1), 77-100.
Kitamura, C., Thanavishuth, C., Burnham, D., & Luksaneeyanawin, S. (2001). Universality and specificity in infant-directed speech: Pitch modifications as a function of infant age and sex in a tonal and non-tonal language. Infant Behavior and Development, 24(4), 372-392.
Koopmans-van Beinum, F. J., & van der Stelt, J. M. (1986). Early stages in the development of speech movements. In Precursors of early speech (pp. 37-50). Palgrave Macmillan, London.
Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627.
Landry, S. H., Smith, K. E., Swank, P. R., Assel, M. A., & Vellet, S. (2001). Does early responsive parenting have a special importance for children's development or is consistency across early childhood necessary? Developmental Psychology, 37(3), 387.
Lebedeva, G. C., & Kuhl, P. K. (2010). Sing that tune: Infants’ perception of melody and lyrics and the facilitation of phonetic recognition in songs. Infant Behavior and Development, 33(4), 419-430.
Leech, K. A. & Rowe, M. L. (2021). An intervention to increase conversational turns between parents and young children. Journal of Child Language, 48(2), 399-412.
Lehrl, S., Ebert, S., Blaurock, S., Rossbach, H. G., & Weinert, S. (2020). Long-term and domain-specific relations between the early years home learning environment and students’ academic outcomes in secondary school. School Effectiveness and School Improvement, 31(1), 102-124.
Lillo-Martin, D., & Henner, J. (2021). Acquisition of sign languages. Annual Review of Linguistics, 7, 395-419.
Logan, J. A., Justice, L. M., Yumus, M., & Chaparro-Moreno, L. J. (2019). When children are not read to at home: The million word gap. Journal of Developmental & Behavioral Pediatrics, 40(5), 383-386.
Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. Journal of Early Intervention, 22(4), 306-322.
Ma, W., Golinkoff, R. M., Houston, D. M., & Hirsh-Pasek, K. (2011). Word learning in infant-and adult-directed speech. Language Learning and Development, 7(3), 185-201.
MacDonald, K., LaMarr, T., Corina, D., Marchman, V. A., & Fernald, A. (2018). Real‐time lexical comprehension in young children learning American Sign Language. Developmental Science, 21(6), e12672.
MacSweeney, M., Capek, C. M., Campbell, R., & Woll, B. (2008). The signing brain: The neurobiology of sign language. Trends in Cognitive Sciences, 12(11), 432-440.
Madigan, S., Prime, H., Graham, S. A., Rodrigues, M., Anderson, N., Khoury, J., & Jenkins, J. M. (2019). Parenting behavior and child language: A meta-analysis. Pediatrics, 144(4).
Malachowski, L., Salo, V. C., Needham, A., & Humphreys, K. L. (2021, preprint). Infant placement and language exposure. https://doi.org/10.31234/osf.io/dnkru
ManyBabies Consortium. (2020). Quantifying sources of variability in infancy research using the infant-directed-speech preference. Advances in Methods and Practices in Psychological Science, 3(1), 24-52.
Marchman, V. A., Adams, K. A., Loi, E. C., Fernald, A., & Feldman, H. M. (2016). Early language processing efficiency predicts later receptive vocabulary outcomes in children born preterm. Child Neuropsychology, 22(6), 649-665.
Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11(3), F9-F16.
Marchman, V. A., Loi, E. C., Adams, K. A., Ashland, M., Fernald, A., & Feldman, H. M. (2018). Speed of language comprehension at 18 months predicts school-relevant outcomes at 54 months in children born preterm. Journal of Developmental and Behavioral Pediatrics, 39(3), 246.
Markus, J., Mundy, P., Morales, M., Delgado, C. E. F., & Yale, M. (2001). Individual differences in infant skills as predictors of child-caregiver joint attention and language. Social Development, 9(3), 302–315.
Masataka, N. (1999). Preference for infant-directed singing in 2-day-old hearing infants of deaf parents. Developmental Psychology, 35(4), 1001.
Mendoza, J. K., & Fausey, C. M. (2021). Everyday music in infancy. Developmental Science, 24(6), e13122.
McGillion, M., Pine, J. M., Herbert, J. S., & Matthews, D. (2017). A randomized controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry, 58(10), 1122-1131.
McIntire, M. L. (1977). The acquisition of American Sign Language hand configurations. Sign Language Studies, 247-266.
McLeod, A. N., & McDade, H. L. (2011). Preschoolers’ incidental learning of novel words during storybook reading. Communication Disorders Quarterly, 32(4), 256-266.
Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7-26.
Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The words children hear: Picture books and the statistics for language learning. Psychological Science, 26(9), 1489-1496.
Morales, M., Mundy, P., Delgado, C. E. F., Yale, M., Messinger, D., Neal, R., & Schwartz, H. K. (2000). Responding to joint attention across the 6- through 24-month age period and early language acquisition. Journal of Applied Developmental Psychology, 21(3), 283–298.
Morrow, L. M. (1988). Young children's responses to one-to-one story readings in school settings. Reading Research Quarterly, 89-107.
Mueller, V., & Acosta, A. (2015). Infants' use of baby sign to extract unfamiliar words from the speech stream. Early Child Development and Care, 185(6), 943-951.
Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938-954.
Mundy, P., Fox, N., & Card, J. (2003). EEG coherence, joint attention and language development in the second year. Developmental Science, 6(1), 48-54.
Mundy, P., & Gomes, A. (1998). Individual differences in joint attention skill development in the second year. Infant Behavior & Development, 21(3), 469–482.
Nakata, T., & Trehub, S. E. (2004). Infants’ responsiveness to maternal speech and singing. Infant Behavior and Development, 27(4), 455-464.
Nathani, S., Ertmer, D. J., & Stark, R. E. (2006). Assessing vocal development in infants and toddlers. Clinical Linguistics & Phonetics, 20(5), 351-369.
Newman, R. S., & Hussain, I. (2006). Changes in preference for infant‐directed speech in low and moderate noise by 4.5‐to 13‐month‐olds. Infancy, 10(1), 61-76.
Ninio, A. (1980). Picture-book reading in mother-infant dyads belonging to two subgroups in Israel. Child Development, 587-590.
Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition device. Developmental Psychology, 19(3), 445.
Noble, C. H., Cameron-Faulkner, T., & Lieven, E. (2018). Keeping it simple: The grammatical properties of shared book reading. Journal of Child Language, 45(3), 753-766.
Norman, A., & Byrne, J. (2021). Symbolic gesturing: creating opportunities for emotional connections between practitioners and infants in daycare. Early Child Development and Care, 191(10), 1577-1589.
Olson, J., & Masur, E. F. (2013). Mothers respond differently to infants’ gestural versus nongestural communicative bids. First Language, 33(4), 372-387.
Opel, A., Ameer, S. S., & Aboud, F. E. (2009). The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children. International Journal of Educational Research, 48(1), 12-20.
Özçalişkan, Ş., Adamson, L. B., Dimitrova, N., Bailey, J., & Schmuck, L. (2016). Baby sign but not spontaneous gesture predicts later vocabulary in children with Down syndrome. Journal of Child Language, 43(4), 948-963.
Özçalışkan, Ş., Adamson, L. B., Dimitrova, N., & Baumann, S. (2017). Early gesture provides a helping hand to spoken vocabulary development for children with autism, Down syndrome, and typical development. Journal of Cognition and Development, 18(3), 325-337.
Papadimitriou, A., Smyth, C., Politimou, N., Franco, F., & Stewart, L. (2021). The impact of the home musical environment on infants’ language development. Infant Behavior and Development, 65, 101651.
Paul, I. M., Hohman, E. E., Birch, L. L., Shelly, A., Vallotton, C. D., & Savage, J. S. (2019). Exploring infant signing to enhance responsive parenting: Findings from the INSIGHT study. Maternal & Child Nutrition, 15(3), e12800.
Pegg, J. E., Werker, J. F., & McLeod, P. J. (1992). Preference for infant-directed over adult-directed speech: Evidence from 7-week-old infants. Infant Behavior and Development, 15(3), 325-345.
Peter, M. S., Durrant, S., Jessop, A., Bidgood, A., Pine, J. M., & Rowland, C. F. (2019). Does speed of processing or vocabulary size predict later language growth in toddlers? Cognitive Psychology, 115, 101238.
Prime, H., Wade, M., & Gonzalez, A. (2020). The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness. Developmental Science, 23(3), e12907.
Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10(1), 116-137.
Pye, C. (1986). Quiché Mayan speech to children. Journal of Child Language, 13(1), 85-100.
Raikes, H., Alexander Pan, B., Luze, G., Tamis‐LeMonda, C. S., Brooks‐Gunn, J., Constantine, J., Tarullo, L. B., Raikes, A. & Rodriguez, E. T. (2006). Mother–child book reading in low‐income families: Correlates and outcomes during the first three years of life. Child Development, 77(4), 924-953.
Ramírez-Esparza, N., García-Sierra, A., Kuhl, P. K. (2014). Look who’s talking: Speech style and social context in language input to infants are linked to concurrent and future speech development. Developmental Science, 17(6), 880–891.
Ramírez‐Esparza, N., García‐Sierra, A., & Kuhl, P. K. (2017a). The impact of early social interactions on later language development in Spanish–English bilingual infants. Child Development, 88(4), 1216-1234.
Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K. (2017b). Look who’s talking NOW! Parentese speech, social context, and language development across time. Frontiers in Psychology, 8, 1008.
Ratner, N., & Bruner, J. (1978). Games, social exchange and the acquisition of language. Journal of Child Language, 5(3), 391-401.
Rochat, P., Querido, J. G., & Striano, T. (1999). Emerging sensitivity to the timing and structure of protoconversation in early infancy. Developmental Psychology, 35(4), 950.
Rodriguez, E. T., & Tamis‐LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82(4), 1058-1075.
Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Pan, B. A., Raikes, H., Lugo-Gil, J., & Luze, G. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677-694.
Romeo, R. R., Leonard, J. A., Grotzinger, H. M., Robinson, S. T., Takada, M. E., Mackey, A. P., Scherer, E., Rowe, M. L., West, M. R. & Gabrieli, J. D. (2021). Neuroplasticity associated with changes in conversational turn-taking following a family-based intervention. Developmental Cognitive Neuroscience, 100967.
Romeo, R. R., Leonard, J. A., Robinson, S. T., West, M. R., Mackey, A. P., Rowe, M. L., & Gabrieli, J. D. (2018). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710.
Rose, E., Lehrl, S., Ebert, S., & Weinert, S. (2018). Long-term relations between children’s language, the home literacy environment, and socioemotional development from ages 3 to 8. Early Education and Development, 29(3), 342-356.
Roug, L., Landberg, I., & Lundberg, L. J. (1989). Phonetic development in early infancy: A study of four Swedish children during the first eighteen months of life. Journal of Child Language, 16(1), 19-40.
Rowe, M. L., Leech, K. A., & Cabrera, N. (2017). Going beyond input quantity: Wh‐questions matter for toddlers' language and cognitive development. Cognitive Science, 41, 162-179.
Rudd, L. C., Cain, D. W., & Saxon, T. F. (2008). Does improving joint attention in low‐quality child‐care enhance language development? Early Child Development and Care, 178(3), 315-338.
Salo, V. C., Rowe, M. L., Leech, K. A., & Cabrera, N. J. (2016). Low-income fathers’ speech to toddlers during book reading versus toy play. Journal of Child Language, 43(6), 1385-1399.
Sandler, W. (2017). The challenge of sign language phonology. Annual Review of Linguistics, 3, 43-63.
Santesso, D. L., Schmidt, L. A., & Trainor, L. J. (2007). Frontal brain electrical activity (EEG) and heart rate in response to affective infant-directed (ID) speech in 9-month-old infants. Brain and Cognition, 65(1), 14-21.
Schaal, N. K., Politimou, N., Franco, F., Stewart, L., & Müllensiefen, D. (2020). The German Music@ Home: Validation of a questionnaire measuring at home musical exposure and interaction of young children. PloS One, 15(8), e0235923.
Sénéchal, M. (1997). The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Journal of Child Language, 24(1), 123-138.
Sénéchal, M. (2011). A model of the concurrent and longitudinal relations between home literacy and child outcomes. In Handbook of early literacy research, S. B. Neuman and D. K. Dickinson, (Eds.), (Vol. 3, pp. 175–188). Guilford, New York, NY, USA, 2011.
Senechal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 360-374.
Shute, B., & Wheldall, K. (1999). Fundamental frequency and temporal modifications in the speech of British fathers to their children. Educational Psychology, 19(2), 221-233.
Simsek, Z. C., & Erdogan, N. I. (2015). Effects of the dialogic and traditional reading techniques on children's language development. Procedia-Social and Behavioral Sciences, 197, 754-758.
Singh, L., Morgan, J. L., & Best, C. T. (2002). Infants' listening preferences: Baby talk or happy talk? Infancy, 3(3), 365-394.
Singh, L., Nestor, S., Parikh, C., & Yull, A. (2009). Influences of infant‐directed speech on early word recognition. Infancy, 14(6), 654-666.
Siraj‐Blatchford, I., & Manni, L. (2008). ‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage. Early Years, 28(1), 5-22.
Smith, A. B. (1999). Quality childcare and joint attention. International Journal of Early Years Education, 7(1), 85-98.
Snijders, T. M., Benders, T., & Fikkert, P. (2020). Infants segment words from songs–an EEG study. Brain Sciences, 10(39), 1–25.
Snow, C. E., & Goldfield, B. A. (1983). Turn the page please: Situation-specific language acquisition. Journal of Child language, 10(3), 551-569.
Stark, R. E. (1980). Stages of speech development in the first year of life. In Child Phonology (pp. 73-92). Academic Press.
Suarez-Rivera, C., Smith, L. B., & Yu, C. (2019). Multimodal parent behaviors within joint attention support sustained attention in infants. Developmental Psychology, 55(1), 96.
Suppanen, E., Huotilainen, M., & Ylinen, S. (2019). Rhythmic structure facilitates learning from auditory input in newborn infants. Infant Behavior and Development, 57, 101346.
Tamis‐LeMonda, C. S., Bornstein, M. H., & Baumwell, L. (2001). Maternal responsiveness and children's achievement of language milestones. Child Development, 72(3), 748-767.
Tamis‐LeMonda, C. S., Custode, S., Kuchirko, Y., Escobar, K., & Lo, T. (2019). Routine language: Speech directed to infants during home activities. Child Development, 90(6), 2135-2152.
Tamis-LeMonda, C. S., Luo, R., McFadden, K. E., Bandel, E. T., & Vallotton, C. (2019). Early home learning environment predicts children’s 5th grade academic skills. Applied Developmental Science, 23(2), 153-169.
Thiessen, E. D., Hill, E. A., & Saffran, J. R. (2005). Infant-directed speech facilitates word segmentation. Infancy, 7(1), 53-71.
Thiessen, E. D., & Saffran, J. R. (2009). How the melody facilitates the message and vice versa in infant learning and memory. Annals of the New York Academy of Sciences, 1169, 225–233.
Thompson, R. H., Cotnoir‐Bichelman, N. M., McKerchar, P. M., Tate, T. L., & Dancho, K. A. (2007). Enhancing early communication through infant sign training. Journal of Applied Behavior Analysis, 40(1), 15-23.
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 1454-1463.
Towson, J. A., Gallagher, P. A., & Bingham, G. E. (2016). Dialogic reading: Language and preliteracy outcomes for young children with disabilities. Journal of Early Intervention, 38(4), 230-246.
Trainor, L. J. (1996). Infant preferences for infant-directed versus noninfant-directed play songs and lullabies. Infant Behavior and Development, 19(1), 83-92.
Trainor, L. J., Clark, E. D., Huntley, A., & Adams, B. A. (1997). The acoustic basis of preferences for infant-directed singing. Infant Behavior and Development, 20(3), 383-396.
Trainor, L. J., & Desjardins, R. N. (2002). Pitch characteristics of infant-directed speech affect infants’ ability to discriminate vowels. Psychonomic Bulletin & Review, 9(2), 335-340.
Trehub, S. E., Hill, D. S., & Kamenetsky, S. B. (1997). Parents' sung performances for infants. Canadian Journal of Experimental Psychology, 51(4), 385.
Trehub, S. E., & Trainor, L. (1998). Singing to infants: Lullabies and play songs. Advances in Infancy Research, 12, 43-78.
Trehub, S. E., Unyk, A. M., Kamenetsky, S. B., Hill, D. S., Trainor, L. J., Henderson, J. L., & Saraza, M. (1997). Mothers' and fathers' singing to infants. Developmental Psychology, 33(3), 500.
Trehub, S. E., Trainor, L. J., & Unyk, A. M. (1993). Music and speech processing in the first year of life. Advances in Child Development and Behavior, 24, 1-35.
Trevarthen, C., & Aitken, K. J. (2001). Infant intersubjectivity: Research, theory, and clinical applications. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(1), 3-48.
Tsang, C. D., Falk, S., & Hessel, A. (2017). Infants prefer infant‐directed song over speech. Child Development, 88(4), 1207-1215.
Unyk, A. M., Trehub, S. E., Trainor, L. J., & Schellenberg, E. G. (1992). Lullabies and simplicity: A cross-cultural perspective. Psychology of Music, 20(1), 15-28.
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(6), 1106.
Vallotton, C. D. (2008). Signs of emotion: What can preverbal children “say” about internal states? Infant Mental Health Journal, 29(3), 234-258.
Vallotton, C. D. (2009). Do infants influence their quality of care? Infants’ communicative gestures predict caregivers’ responsiveness. Infant Behavior and Development, 32(4), 351-365.
Vallotton, C. (2011). Babies open our minds to their minds: How “listening” to infant signs complements and extends our knowledge of infants and their development. Infant Mental Health Journal, 32(1), 115-133.
Vallotton, C. D. (2012). Infant signs as intervention? Promoting symbolic gestures for preverbal children in low-income families supports responsive parent–child relationships. Early Childhood Research Quarterly, 27(3), 401-415.
Wasik, B. A., & Hindman, A. H. (2013). Realizing the promise of open‐ended questions. The Reading Teacher, 67(4), 302-311.
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39-57.
Weber, A., Fernald, A., & Diop, Y. (2017). When cultural norms discourage talking to babies: Effectiveness of a parenting program in rural Senegal. Child Development, 88(5), 1513-1526.
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552.
Wille, B., Van Lierde, K. & Van Herreweghe, M. (2019). Parental strategies used in communication with their deaf infants. Child Language Teaching and Therapy, 35(2), 165–183.
Woll, B. (2013). The history of sign language linguistics. The Oxford Handbook of the History of Linguistics.
Yan, R., Jessani, G., Spelke, E., de Villiers, P., de Villiers, J., & Mehr, S. (2021, preprint). Across demographics and recent history, most parents sing to their infants and toddlers daily. https://doi.org/10.31234/osf.io/fy5bh
Yoo, H., Bowman, D. A., & Oller, D. K. (2018). The origin of protoconversation: An examination of caregiver responses to cry and speech-like vocalizations. Frontiers in Psychology, 9, 1510.
Zammit, M., & Atkinson, S. (2017). The relations between ‘baby signing’, child vocabulary and maternal mind-mindedness. Early Child Development and Care, 187(12), 1887-1895.
Zhao, T. C., & Kuhl, P. K. (2016). Musical intervention enhances infants’ neural processing of temporal structure in music and speech. Proceedings of the National Academy of Sciences, 113(19), 5212–521
Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel, U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342-349.