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Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills

Title: Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills.
Name(s): Tabulda, Galiya A., author
Phillips, Beth M., professor directing dissertation
Wood, Carla, university representative
Roehrig, Alysia D., 1975-, committee member
Paek, Insu, committee member
Florida State University, degree granting institution
College of Education, degree granting college
Department of Educational Psychology and Learning Systems , degree granting department
Type of Resource: text
Genre: Text
Doctoral Thesis
Issuance: monographic
Date Issued: 2017
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource (160 pages)
Language(s): English
Abstract/Description: Children's emergent literacy skills have been found to be predictive of concurrent and subsequent academic achievement. Proponents of a nurture-driven approach to learning posit that children's linguistic competencies are associated with the quantity and richness of language input that they receive from primary caregivers. The primary goal of this study was to investigate the longitudinal relations between the properties of parent language addressed to children when they were 3 years old and children's emergent literacy skills (vocabulary, grammar, and phonological awareness) a year later. This study also examined longitudinal continuity of children's emergent literacy skills and explored how two different types of parent language input (contextualized and decontextualized) predict children's outcomes. Participants included 69 parent-child dyads from diverse socio-economic and ethnic backgrounds. Participants were audio-recorded at home during completion of two semi-structured tasks: conversation about past events and free play. Parent and child verbal communication was transcribed, coded and analyzed. About a year later, participating children were assessed using a battery of standardized tests measuring vocabulary, grammatical skill, and phonological awareness skills. The results indicated that children's early oral language skills, vocabulary in particular, predict their later emergent literacy skills. Parent oral language input, specifically its lexical diversity, predicts later child emergent literacy skills when child prior language is not in the model. Finally, parent language input from different communication contexts did not differentially predict child outcomes. Overall, the findings tentatively supported a nurture-driven account of language acquisition in children and highlight the importance of providing sophisticated language models to children in early stages of language development.
Identifier: FSU_2017SP_Tabulda_fsu_0071E_13743 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester 2017.
Date of Defense: April 4, 2017.
Keywords: emergent literacy, language development, language sample analysis, parent language input, standardized assessment, vocabulary skills
Bibliography Note: Includes bibliographical references.
Advisory Committee: Beth M. Phillips, Professor Directing Dissertation; Carla Wood, University Representative; Alysia Roehrig, Committee Member; Insu Paek, Committee Member.
Subject(s): Language and languages
Early childhood education
Persistent Link to This Record:
Owner Institution: FSU

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Tabulda, G. A. (2017). Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills. Retrieved from