Lexical output as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning.

TLDR

The study examined a corpus of nearly 150,000 maternal word‑tokens from 53 low‑income mothers across 263 conversations in five settings (play, mealtime, book readings, etc.). Analysis of 150,000 maternal word‑tokens from 53 low‑income mothers revealed that 99 % of input comprised the 3,000 most frequent words, yet children’s kindergarten and second‑grade vocabulary was more strongly linked to the density of sophisticated words—especially when embedded in supportive interactions—predicting over one‑third of the variance, and when combined with maternal education, child IQ, and child talk, accounted for 50 % of the variance in second‑grade vocabulary.

Abstract

A corpus of nearly 150,000 maternal word-tokens used by 53 low-income mothers in 263 mother-child conversations in 5 settings (e.g., play, mealtime, and book readings) was studied. Ninety-nine percent of maternal lexical input consisted of the 3,000 most frequent words. Children's vocabulary performance in kindergarten and later in 2nd grade related more to the occurrence of sophisticated lexical items than to quantity of lexical input overall. Density of sophisticated words heard and the density with which such words were embedded in helpful or instructive interactions, at age 5 at home, independently predicted over a third of the variance in children's vocabulary performance in both kindergarten and 2nd grade. These two variables, with controls for maternal education, child nonverbal IQ, and amount of child's talk produced during the interactive settings, at age 5, predicted 50% of the variance in children's 2nd-grade vocabulary.