We tested the relative levels (i.e., age equivalencies) of concurrent cross-modality (receptive and expressive) vocabulary and the relative strength of the longitudinal, cross-modality associations between early and later vocabulary sizes in minimally verbal preschoolers with ASD. Eighty-seven children participated. Parent-reported vocabulary was assessed at four periods separated by 4 months e...

OBJECTIVE Permanent hearing impairment has a life-long impact on children and its early identification is important for language development. A newborn hearing screening (NHS) program has started in Okayama Prefecture, Japan, in 1999 to detect hearing impairment immediately after birth. We aim to examine the effect of this screening program on vocabulary development in pre-school children in a ...

Studies often report that bilingual participants possess a smaller vocabulary in the language of testing than monolinguals, especially in research with children. However, each study is based on a small sample so it is difficult to determine whether the vocabulary difference is due to sampling error. We report the results of an analysis of 1,738 children between 3 and 10 years old and demonstrat...

Data from the Head Start Impact Study (N = 3,185, age = 3-4 years) were used to determine whether 1 year of Head Start differentially benefited children from homes with high, middle, and low levels of parental preacademic stimulation on three academic outcome domains-early math, early literacy, and receptive vocabulary. Results from residualized growth models showed positive impacts of random a...

PURPOSE As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. METHOD Narrative and expo...

One-year-old infants have a small receptive vocabulary and follow deictic gestures, but it is still debated whether they appreciate the referential nature of these signals. Demonstrating understanding of the complementary roles of symbolic (word) and indexical (pointing) reference provides evidence of referential interpretation of communicative signals. We presented 13-month-old infants with vi...

Previous research found that iconicity—the motivated correspondence between word form and meaning—contributes to expressive vocabulary acquisition. We present two new experiments with two different databases and with novel analyses to give a detailed quantification of how iconicity contributes to vocabulary acquisition across development, including both receptive understanding and production. T...

This chapter explores variations in cognitive and social-emotional developmental outcomes among the 307 children who participated in the study. Cognitive development for infants and toddlers was assessed directly by researchers, and included early learning skills such as visual reception, fi ne motor, receptive vocabulary, and expressive vocabulary. For preschool-age children, cognitive develop...

BACKGROUND The facilitating role of sleep for language learning is well-attested in adults and to a lesser extent in infants and toddlers. However, the longitudinal relationship between sleep patterns and early vocabulary development is not well understood. METHODS This study investigates how measures of sleep are related to the development of vocabulary size in infants and toddlers. Day and ...