Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Colomer, M., Hwang, H. G., Burke, N. et Woodward, A.
(2024). Development of infants’ preferential looking toward native language speakers across distinct social contexts.
Developmental Psychology, 60(1), 124-134.
Watkins, C. P. et Dehaene, S.
(2024). Can a Tablet Game That Boosts Kindergarten Phonics Advance 1st Grade Reading?
The Journal of Experimental Education, 92(1), 32-55.
Zhu, R., et Gopnik, A.
(2024). Preschoolers and adults metonymically extend proper names to owned objects.
Child Development, 95(1), 177-190.
Lakusta, L., Wefferling, J., Elgamal, K. et Landau, B.
(2024). “Dividing the labor”: Lexical verbs and the linguistic encoding of physical support in 2- to 4.5-year-old children.
Journal of Experimental Child Psychology, 238, article 105803.
Nevo, E., Vaknin-Nusbaum, V. et Sarid, M.
(2024). The Transfer Effect of Vocabulary and Morphological Awareness Intervention on Narrative Ability in Kindergarteners.
Early Childhood Education Journal, 52(2), 401-414.
Bruce, M., Ermanni, B. et Bell, M. A.
(2024). Vocabulary size predicts behavioral problems in emotionally reactive children.
Early Childhood Research Quarterly, 67(2^e quartier), 265-273.
Chen, A.
(2024). Twenty-month-olds categorically discriminate similar sounding vowels regardless of vocabulary level, an event related potentials (ERP) study.
Journal of Child Language, 51(2), 434-453.
Ferjan Ramírez, N., Weiss, Y., Sheth, K. K. et Kuhl, P. K.
(2024). Parentese in infancy predicts 5-years language complexity and conversational turns.
Journal of Child Language, 51(2), 359-384.
Fields-Olivieri, M. A., Thinzar, C. E., Roben, C. K. P. et Cole, P. M.
(2024). Toddler negative affectivity and effortful control: Relations with parent-toddler conversation engagement and indirect effects on language.
Infant Behavior and Development, 74, article 101912.
Gardner-Neblett, N., Ramos, A., De Marco, A. et Addie, A.
(2024). “Can I Tell You About This…?”: A Qualitative Approach to Understanding Teachers’ Perspectives on Children’s Oral Narrative Skills.
Early Childhood Education Journal, 52(3), 537-549.
Joo, S., Cahill, M., Ingram, E., Hoffman, H., Olson, A. et Lu, K.
(2024). The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach.
Journal of Early Childhood Literacy, 24(1), 141-164.
Kampa, A., Richards, C. et Papafragou, A.
(2024). Preschool children generate quantity inferences from both words and pictures.
Journal of Experimental Child Psychology, 239, article 105805.
Lee, H. et Song, H.
(2024). Exposure to foreign languages through live interaction can facilitate children’s acceptance of multiple labeling conventions across languages.
Journal of Child Language, 51(2), 470-484.
Meng, X., Zhao, L., Chen, X., Zhang, C., Cao, Y. et Yang, X.
(2024). Phonological processing and spatial attention contribute to mathematics performance in different ways: A 3-year longitudinal study.
Early Childhood Research Quarterly, 67(2^e quartier), Pages 320-329.
Nevo, E.
(2024). The Effect of the COVID-19 Pandemic on Low SES Kindergarteners’ Language Abilities.
Early Childhood Education Journal, 52(3), 459-469.
Nicoladis, E. et Barbosa, P. G.
(2024). Infants’ pointing at nine months is associated with maternal sensitivity but not vocabulary.
Infant Behavior and Development, 74, article 101923.
Puranik, C., Duncan, M. et Guo, G.
(2024). Unpacking the relations of transcription and oral language to written composition in kindergarten children.
Early Childhood Research Quarterly, 67(2^e quartier), 227-238.
Sundqvist, A., Barr, R., Heimann, M., Birberg-Thornberg, U. et Koch, F.-S.
(2024). A longitudinal study of the relationship between children's exposure to screen media and vocabulary development.
Acta Paediatrica, 113(3), 517-522.
Welliver, M. E., Davidson, A. J. et McCrary, A.
(2024). Developmental differences in reported speech and internal state language in preschoolers’ personal narratives.
Journal of Child Language, 51(2), 385-410.
Breeze, R. et Halbach, A.
(2024). Families, Language, and Equal Opportunities: Identifying Good Practices in Family Literacy Projects.
Early Childhood Education Journal, 52(4), 693-703.
Cheng, X., Yin, L., Lin, C., Shi, Z., Zheng, H., Zhu, L., Liu, X., Chen, K. et Dong, R.
(2024). Chatbot dialogic reading boosts comprehension for Chinese kindergarteners with higher language skills.
Journal, of Experimental Child Psychology, 240, article 105842.
Creel, S. C. et Frye, C. I.
(2024). Minimal gains for minimal pairs: Difficulty in learning similar-sounding words continues into preschool.
Journal of Experimental Child Psychology, 240, article 105831.
Dafreville, M., Guidetti, M. et Bourjade, M.
(2024). Patterns of attention-sensitive communication contribute to 7-20-month-olds' emerging pragmatic skills.
Infancy, 29(2), 216-232.
Ger, E., Wermelinger, S., de Ven, M. et Daum, M. M.
(2024). What's the point? Infants' and adults' perception of different pointing gestures.
Infancy, 29(2), 251-270.
Levickis, P., Cloney, D.Maude Roy-Vallières et Eadie, P.
(2024). Associations of Specific Indicators of Adult-Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?
Early Education and Development, 35(4), 647-666.
Logan, J. A. R., Piasta, S. B., Purtell, K. M., Nichols, R. et Schachter, R. E.
(2024). Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement.
Child Development, 95(2), 609-624.
Olive, L. S., Telford, R. M., Westrupp, E. et Telford, R. D.
(2024). Physical activity intervention improves executive function and language development during early childhood: The active early learning cluster randomized controlled trial.
Child Development, 95(2), 544-558.
Saksida, A. et Langus, A.
(2024). Object labeling and disambiguation in 4-month-old infants.
Child Development, 95(2), 462-480.
Zettersten, M., Bredemann, C., Kaul, M., Ellis, K., Vlach, H. A., Kirkorian, H. et Lupyan, G.
(2024). Nameability supports rule-based category learning in children and adults.
Child Development, 95(2), 497-514.
Acar, S., Pinar-Irmak, O. et Stone-MacDonald, A.
(2024). Scoping Review of Linguistically Responsive Practices for Young Children Who Are Refugees.
Topics in Early Childhood Special Education, 44(1), 33-44.
Bailey, J., Ullery, M. A., Futterer, J., Mullins, C., Delgado, C., Custode, S., Gruen, R., Pena, A., Gonzalez, A. et Bulotsky-Shearer, R. J.
(2024). Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs.
Early Childhood Research Quarterly, 68(3^e quartier), 112-122.
Belmon, J., Noyer-Martin, M. et Jhean-Larose, S.
(2024). Assessment of phonological awareness: Effects of emotional words on preschoolers’ skills.
The Journal of Educational Research, 117(3), 113-123.
Bosire, J. P. O.
(2024). Preschool teachers’ beliefs about children, self-efficacy, classroom quality and children’s early language.
The Journal of Educational Research, 117(2), 74-86.
Breitfeld, E. et Saffran, J. R.
(2024). Early word learning is influenced by physical environments.
Child Development, 95(3), 962-971.
Dahlberg, A., Levin, A. et Fäldt, A.
(2024). A higher proportion of children aged 4 years were referred to speech and language therapists after the introduction of a new language screening tool.
Acta Paediatrica, 113(6), 1340-1345.
Downer, J. T., Doyle, N. B., Pianta, R. C., Burchinal, M., Field, S., Hamre, B. K., LoCasale-Crouch, J., Howes, C. H., LaParo, K. et Scott-Little, C.
(2024). Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement.
Early Education and Development, 35(5), 1032-1062.
Dunn, K. J., Frost, R. L. A. et Monaghan, P.
(2024). Infants’ attention during cross-situational word learning: Environmental variability promotes novelty preference.
Journal of Experimental Child Psychology, 241, article 105859.
Farangi, M. R. et Mehrpour, S.
(2024). Iranian preschoolers vocabulary development: Background television and socio-economic status.
Journal of Early Childhood Literacy, 24(2), 422-444.
Fratacci, A., Clerc, O., Fort, M. et Pascalis, O.
(2024). Impact of language familiarity on abstract pattern recognition in 9- to 12-month-old infants.
International Journal of Behavioral Development, 48(3), 222-228.
Harner, H. et Khemlani, S.
(2024). The development of desire language: A corpus study of ‘want’.
Cognitive Development, 70, article 101438.
Hódi, Á. et Tóth, E.
(2024). Exploring the Opportunities for Online Assessment of Phonological Awareness at the Beginning of Schooling.
International Journal of Early Childhood, 56(1), 169-188.
Holm, L. et Ahrenkiel, A.
(2024). Children’s language play as collaborative improvisations-rethinking paths to literacy.
Journal of Early Childhood Literacy, 24(2), 298-317.
Huang, T. et Finestack, L. H.
(2024). Comprehension of indirect answers: Developmental trajectory for preschool- and early elementary school-aged children with typical development.
Journal of Child Language, 51(3), 526-549.
Hund, A. M. et Colwell, A. R.
(2024). The development of relational language during early childhood: Comprehension and production of cardinal, ordinal, and spatial labels.
Cognitive Development, 70, article 101421.
Hupp, J. M., Jungers, M. K., Rardon, J. A., Posey, A. M. et McDonald, S. A.
(2024). The effect of prosodic congruency on novel adjective learning in adults and children.
Cognitive Development, 70, article 101457.
Kern, F., Boden, U., Nemeth, A., Koutalidis, S., Abramov, O., Kopp, S. et Rohlfing, K. J.
(2024). Preschool children’s discourse competence in different genres and how it relates to iconic gestures.
Journal of Child Language, 51(3), 656-680.
Lekhal, R., Drugli, M. B., Karlsen, L., Lydersen, S. et Buøen, E. S.
(2024). Does thrive by three, a quality-building intervention in childcare centres, strengthen children’s language skills?
European Early Childhood Education Research Journal, 32(3), 448-463.
Liu, S., Li, X. et Sun, R.
(2024). The effect of masks on infants’ ability to fast-map and generalize new words.
Journal of Child Language, 51(3), 637-655.
Lovcevic, I., Kammermeier, M., Kanero, J., Fang, Y., Dong, Y., Tsuji, S. et Paulus, M.
(2024). Infants’ use of the index finger for social and non-social purposes during the first two years of life: A cross-cultural study.
Infant Behavior and Development, 75, article 101953.
Lozano, I., Campos, R. et Belinchón, M.
(2024). Sensitivity to temporal synchrony in audiovisual speech in early infancy: Current issues and future avenues.
Cognitive Development, 70, article 101453.
Masek, L. R., Edgar, E. V., McMillan, B. T. M., Todd, J. T., Golinkoff, R. M., Bahrick, L. E. et Hirsh-Pasek, K.
(2024). Building language learning: Relations between infant attention and social contingency in the first year of life.
Infant Behavior and Development, 75, article 101933.
Maes, P., Weyland, M. et Kissine, M.
(2024). Structure and acoustics of the speech of verbal autistic preschoolers.
Journal of Child Language, 51(3), 509-525.
Mehranirad, M., Basafa, N. et Zabihi, R.
(2024). Children’s response accuracy: examining the effect of activity engagement, age, language proficiency, and time elapse.
Early Child Development and Care, 194(4), 587-596.
Miranda, S. I. et Cruz-Santos, A.
(2024). Language assessment of preschool and school-age children at risk for language disorders in residential care setting.
European Journal of Education Studies, 11(5), 241-259.
Quam, C. et Swingley, D.
(2024). Developmental change in English-learning children's interpretations of salient pitch contours in word learning.
Infancy, 29(3), 355-385.
Ramírez, N. F. et Hippe, D. S.
(2024). Estimating infants’ language exposure: A comparison of random and volume sampling from daylong recordings collected in a bilingual community.
Infant Behavior and Development, 75, article 101943.
Rydland, V. et Grøver, V.
(2024). Parent inferential questions and child responses during shared reading predict DLLs’ receptive vocabulary development.
Journal of Early Childhood Research, 22(2), 166-179.
Shin, S. Y., Rowe, M. L. et Lee, H. S.
(2024). Early gesture use predicts children’s language development in South Korea: New evidence supporting the cross-cultural importance of pointing.
Infancy, 29(3), 327-354.
Werker, J. F.
(2024). Phonetic perceptual reorganization across the first year of life: Looking back.
Infant Behavior and Development, 75, article 101935.
Xie, W., Lu, J. et Lin, X.
(2024). Is screen exposure beneficial or detrimental to language development in infants and toddlers? A meta-analysis.
Early Child Development and Care, 194(4), 606-623.
Zhang, V. H., Elmlinger, S. L. et Goldstein, M. H.
(2024). Developmental cascades of vocal turn-taking connect prelinguistic vocalizing with early language.
Infant Behavior and Development, 75, article 101945.
Alhaider, R., Mahon, M. et Donlan, C.
(2024). The influence of language on the formation of number concepts: Evidence from preschool children who are bilingual in English and Arabic.
Journal of Experimental Child Psychology, 246, article 105988.
Barmak, E., Aysu, B., Aydoğdu, F., Aral, N. et Uysal, H. T.
(2024). Investigation of play skills of children with typical development and language and speech disorders according to demographic variables.
European Early Childhood Education Research Journal, 32(4), 672-686.
Blom, E., Yazıcı, G., Boerma, T. et van Witteloostuijn, M.
(2024). A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder.
Cognitive Development, 71, article 101481.
Boudreau, M.Annie Charron et Beaudoin, I. et Mélançon, J.
(2024). Soutenir le développement et les apprentissages de l’enfant d’âge préscolaire par les mots, l’image, le son, le corps et le mouvement.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, numéro thématique.
Boudreau, M.Annie Charron et Beaudoin, I. et Mélançon, J.
(2024). Introduction. Soutenir le développement et les apprentissages de l’enfant d’âge préscolaire par les mots, l’image, le son, le corps et le mouvement.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 1-6.
Breitfeld, E., Compton, A. M. et Saffran, J. R.
(2024). Toddlers' prior social experience with speakers influences their word learning.
Infancy, 29(5), 771-788.
Cremin, T. et Hendry, H.
(2024). Children’s language, literacy and literature.
Education 3-13, 52(7).
Dogru, Y. Y., Koc-Arik, G., Doğru, O. C. et Berument, S. K.
(2024). Receptive and expressive vocabulary performance in 2- to 5-year-olds in care: The role of different care types and temperament.
Journal of Experimental Child Psychology, 243, article 105924.
Ferjan Ramírez, N., Marjanovič Umek, L. et Fekonja, U.
(2024). Language environment and early language production in Slovenian infants: An exploratory study using daylong recordings.
Infancy, 29(5), 811-837.
Paméla Filiatrault-Veilleux, Desmarais, C.Caroline Bouchard, Esau, B. et Audette Sylvestre
(2024). Inferential Comprehension Abilities in French-Speaking Preschoolers Exposed to Neglect in the Early Longitudinal Language and Neglect Study.
Journal of speech, language, and hearing research : JSLHR, 67(6), 1819-1831.
Flynn, E. E.
(2024). Supporting language diversities through story circles.
Journal of Early Childhood Research, 22(3), 410-427.
Gardner-Neblett, N.
(2024). Becoming fictional storytellers: African American children's oral narrative development in early elementary school.
Child Development, 95(4), 1218-1236.
Goupil, L., Dautriche, I., Denman, K., Henry, Z., Marriott-Haresign, I. et Wass, S.
(2024). Leader-follower dynamics during early social interactions matter for infant word learning.
PNAS, 121(38), e2321008121.
Kehoe, M., Abu Laban, A. et Lespinasse, R.
(2024). Which phonological and lexical factors best influence whether a word is produced and pronounced well?
Journal of Child Language, 51(4), 741-775.
Kelly-Ware, J., Daly, N., Teokotai, L., George, K., Marjoriebanks, D. et Sealey, E.
(2024). Language learning using Pacific picturebooks in an Aotearoa New Zealand kindergarten.
Australasian Journal of Early Childhood, 49(3), 264-277.
Hilton, M., Twomey, K. E. et Westermann, G.
(2024). Caregivers as experimenters: Reducing unfamiliarity helps shy children learn words.
Infancy, 29(6), 877-893.
Hung, Y.-F. et Chang, C.-J.
(2024). Developing early lexical composition in Mandarin-speaking children: A longitudinal study.
Journal of Child Language. 51(4), 903-924.
Lopez, L. D. et Walle, E. A.
(2024). Caregiver encouragement to act on objects is related with crawling infants' receptive language.
Infancy, 29(4), 550-570.
Ma, Y., Pappas, L., Zhang, X., Feng, T., Eve-Dill, S., Rozelle, S. et Weber, A.
(2024). How does the family environment affect toddlerhood language and cognitive development? Evidence from peri-urban China.
Applied Developmental Science, 28(3), 207-226.
Marchman, V. A., Ashland, M. D., Loi, E. C., Munévar, M., Shannon, K. A., Fernald, A. et Feldman, H. M.
(2024). Early language processing efficiency and pre-literacy outcomes in children born full term and preterm.
Journal of Experimental Child Psychology, 246, article 105980.
Marie-Hélène Marquis
(2024). L'aménagement langagier familial: facteurs écosystémiques structurant les choix langagiers de nouveaux parents d'enfants de moins de 5 ans en contexte multilingue anglodominant du sud-est du Nouveau-Brunswick
[Thèse de doctorat, Université de Moncton]. ScriptoriUM.
McFayden, T. C. et Bruce, M.
(2024). Internal state language factor structure and development in toddlerhood: Insights from WordBank.
Journal of Child Language, 51(4), 721-740.
Monaghan, P., Jago, L. S., Speyer, L., Turnbull, H., Alcock, K. J., Rowland, C. F. et Cain, K.
(2024). Statistical learning ability at 17 months relates to early reading skills via oral language.
Journal of Experimental Child Psychology, 246, article 106002.
Meunier, B., Barbu, S., Rabiller, A., Dollion, N., Lemasson, A. et Durier, V.
(2024). Of the importance to reconsider individual variability in infant studies: Family traits do impact turn-taking perception in 6-month-olds.
Infancy, 29(6), 894-907.
Miller, E. B., Canfield, C. F., Roby, E., Wippick, H., Shaw, D. S., Mendelsohn, A. L. et Morris-Perez, P. A.
(2024). Enhancing early language and literacy skills for racial/ethnic minority children with low incomes through a randomized clinical trial: The mediating role of cognitively stimulating parent-child interactions.
Child Development, 95(4), 1172-1185.
Motamedi, Y., Murgiano, M., Grzyb, B., Gu, Y., Kewenig, V., Brieke, R., Donnellan, E., Marshall, C., Wonnacott, E., Perniss, P. et Vigliocco, G.
(2024). Language development beyond the here-and-now: Iconicity and displacement in child-directed communication.
Child Development, 95(5), 1539-1557.
Mustonen, R., Torppa, R. et Stolt, S.
(2024). Parental linguistic support in a home environment is associated with language development of preschool-aged children.
Acta Paediatrica, 113(8), 1852-1859.
Novita, S., Anindhita, V., Wijayanti, P.A.K., Santoso, L. A. B., La Batavee, H., Tampubolon, A. F. J. et Syafitri, A. N.
(2024). Relationship Between Numeracy and Vocabulary Skills in Indonesian Preschool Children and the Impacts of Learning Environments.
International Journal of Early Childhood, 56(2), 297-314.
Oikonomou, E. N. et Papadopoulos, I.
(2024). Literacy of communication in early childhood education: Inverstigating communication strategies in Greece.
European Journal of Education Studies, 11(7), 26-51.
Rosslund, A., Kartushina, N. et Mayor J.
(2024). Associations between shared book reading, daily screen time and infants’ vocabulary size.
Journal of Child Language, prépublication.
Charlaine St-Jean, Fournier Dubé, N. et Marilyn Dupuis Brouillette
(2024). L’enfant au cœur d’activités de raisonnement spatial : bonification du vocabulaire, des représentations mentales et des mouvements.
Multimodalité(s) : Revue de recherches en littératie médiatique multimodale, 19, 36-56.
Zhang, X., Liu, D., Pappas, L., Dill, S. E., Feng, T., Zhang, Y., Zhao, J., Rozelle, S. et Ma, Y.
(2024). The home language environment and early childhood development: a LENA study from rural and peri-urban China.
Applied Developmental Science, 28(4), 655-673.
Albert, R. R., Ernst, M. et Vallotton, C. D.
(2023). Infant vocalizations elicit simplified speech in childcare.
Infancy, 28(2), 322-338.
Bernard, A. et Onishi, K. H.
(2023). Novel phonotactic learning by children and infants: Generalizing syllable-position but not co-occurrence regularities.
Journal of Experimental Child Psychology, 225, article 105493.
Chantale Breault, Béliveau, M.J., Labelle, F., Valade, F. et Trudeau, N.
(2023). Stability of language difficulties among a clinical sample of preschoolers.
International Journal of Language & Communication Disorders, 58(1), 138-153.
Cash, A. H. et Pianta, R. C.
(2023). Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors.
Early Childhood Research Quarterly, 62(1^st quarter), 324-334.
Castillo, E., Pronina, M., Hübscher, I. et Prieto, P.
(2023). Narrative performance and sociopragmatic abilities in preschool children are linked to multimodal imitation skills.
Journal of Child Language, 50(1), 52-77.
Chan, K., Monaghan, P. et Michel, M.
(2023). Adapting to children’s individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language.
Journal of Child Language, 50(2), 365-390.
Chaparro-Moreno, L. J., Lin, T.-J., Justice, L. M., Mills, A. K. et Uanhoro, J. O.
(2023). The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom.
Early Education and Development, 34(3), 705-724.
Chen, J., Zhao, Y., Xu, X., Liu, J. et Deng, C.
(2023). Effects of language switching frequency on inhibitory control in bilingual preschool children: Different roles of expressive and receptive language abilities.
Early Childhood Research Quarterly, 63(2^nd quarter), 327-336.
Dale, P. S., Paul, A., Rosholm, M. et Bleses, D.
(2023). Prediction from early childhood vocabulary to academic achievement at the end of compulsory schooling in Denmark.
International Journal of Behavioral Development, 47(2), 123-134.
Duncan, R. J., Anderson, K. L., King, Y. A., Finders, J. K., Schmitt, S. A. et Purpura, D. J.
(2023). Predictors of preschool language environments and their relations to children's vocabulary.
Infant and Child Development, 32(1), e2381.
Edgar, E. V., Todd, J. T. et Bahrick, L. E.
(2023). Intersensory processing of faces and voices at 6 months predicts language outcomes at 18, 24, and 36 months of age.
Infancy, 28(3), 569-596.
Foran, L., Beverly, B., Shelley-Tremblay, J. et Estis, J.
(2023). Can gesture input support toddlers’ fast mapping?
Journal of Child Language, 50(3), 662-684.
Ger, E. et Roebers, C.
(2023). Hearts, flowers, and fruits: All children need to reveal their post-error slowing.
Journal of Experimental Child Psychology, 226, article 105552.
Grifenhagen, J. F. et Dickinson, D. K.
(2023). Preparing Pre-Service Early Childhood Teachers to Support Child Language Development.
Journal of Early Childhood Teacher Education, 44(1), 95-117.
Güngör, B. et Önder, A.
(2023). Development of English Picture Vocabulary Test as an Assessment Tool for Very Young EFL Learners’ Receptive and Expressive Language Skills.
Early Education and Development, 34(2), 572-589.
Hadley, E. B., Newman, K. M. et Kim, E. S.
(2023). Identifying Levers for Improvement: Examining Proximal Processes and Contextual Influences on Preschool Language Development.
Early Education and Development, 34(1), 181-207.
Harvey, H. et Wennerstrom, E. K.
(2023). Hearing their voices: Parents’ perceptions of preschool special education evaluations with dual-langage learners.
Topics in Early Childhood Special Education, 43(1), 46-59.
Issard, C., Tsuji, S. et Cristia, A.
(2023). Infants' preference for speech is stable across the first year of life: Meta-analytic evidence.
Infancy, 28(3), 550-568.
Kane, C., Sandilos, L., Scheffner Hammer, C., Komaroff, E., Bitetti, D. et López, L.
(2023). Teacher language quality in preschool classrooms: Examining associations with DLLs' oral language skills.
Early Childhood Research Quarterly, 63(2^nd quarter), 352-361.
Kueser, J. B., Peters, R. et Borovsky, A.
(2023). The role of semantic similarity in verb learning events: Vocabulary-related changes across early development.
Journal of Experimental Child Psychology, 226, article 105565.
Lester, N., Theakston, A. et Twomey, K. E.
(2023). The role of the natural history museum in promoting word learning for young children.
Infant and Child Development, 32(2), e2400.
Medawar, J., Tabullo, A. J. et Gago-Galvagno, L. G.
(2023). Early language outcomes in Argentinean toddlers: Associations with home literacy, screen exposure and joint media engagement.
British Journal of Developmental Psychology, 41(1), 13-30.
Muhinyi, A. et Rowland, C.
(2023). Contributions of abstract extratextual talk and interactive style to preschoolers’ vocabulary development.
Journal of Child Language, 50(1), 198-213.
Mulvihill, A., Matthews, N., Dux, P. et Carroll, A.
(2023). Task difficulty and private speech in typically developing and at-risk preschool children.
Journal of Child Language, 50(2), 464-491.
Neff, M. B. et Martin, A.
(2023). Do face-to-face interactions support 6-month-olds' understanding of the communicative function of speech?
Infancy, 28(2), 240-256.
Newman, R. S. et Simpson, V. M.
(2023). Infants’ short-term memory for consonant–vowel syllables.
Journal of Experimental Child Psychology, 226, article 105567.
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(2023). Kindergarteners’ Engagement in Academic Conversations.
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(2023). Infants' lexical comprehension and lexical anticipation abilities are closely linked in early language development.
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(2023). Socioeconomic disparities in early language development in two Norwegian samples.
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(2023). Early Childhood Education Teacher's Beliefs about a Match in Home Language Proficiency with Emergent Bilingual Learners.
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(2023). How the Amount of Teacher Spanish Use interacts with Classroom Quality to Support English/Spanish DLLs’ Vocabulary.
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(2023). Pathways to arithmetic, geometry, and measurement in preschool children: The role of general cognitive and language skills.
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(2023). Purposes, Places, and Participants: A Systematic Review of Teacher Language Practices and Child Oral Language Outcomes in Early Childhood Classrooms.
Early Education and Development, 34(4), 862-884.
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(2023). Caregiver speech predicts the emergence of children's emotion vocabulary.
Child Development, 94(3), 585- 602.
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(2023). Using LEGO Play and Storytelling to Promote Descriptive Language.
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(2023). Language and reading impairments are associated with increased prevalence of non-right-handedness.
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(2023). How does linguistic contexte influence word learning?
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(2023). Effect of carrying objects on walking characteristics and language abilities in 13- and 24-month-olds.
Developmental Psychology, 59(7), 1218-1235.
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(2023). Evidence of a positive effect of verbal cumulative rehearsal on serial order working memory, as early as 4 years old.
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(2023). Moving beyond “nouns in the lab”: Using naturalistic data to understand why infants’ first words include uh-oh and hi.
Developmental Psychology, 59(11), 2162-2173.
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(2023). Preterm birth and expressive language development across the first 5 years of life: A nationally-representative longitudinal path analysis.
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(2023). Infant-directed speech does not always involve exaggerated vowel distinctions: Evidence from Danish.
Child Development, 94(6), 1672-1696.
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(2023). Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains.
Early Education and Development, 34(5), 1128-1146.
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(2023). Preschoolers rely on rich speech representations to process variable speech.
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(2023). The Interplay among Parents’ Stress, Nonparental Childcare, and Child Language Development among Low-Income Toddlers.
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(2023). Language in educational apps for pre-schoolers. A comparison of grammatical constructions and psycholinguistic features in apps, books and child directed speech.
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(2023). De l’évaluation des capacités langagières à la participation sociale d’enfants d’âge préscolaire: étude d’une population clinique et des écrits scientifiques
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(2022). Mind Mapping during Interactive Book Reading in Early Childhood Classrooms : Does It Support Young Children’s Language Competence?
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(2022). Examining longitudinal associations between internalizing problems, body mass index, and language during childhood.
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(2022). Associations Between Social Skills, Inattention, and English Vocabulary Skills of Preschool Latinx Dual Language Learners.
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(2022). Can language modulate perceptual narrowing for faces? Other-race face recognition in infants is modulated by language experience.
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(2022). How socioeconomic status, verbal memory, rapid naming and receptive language contribute to phonological awareness in Turkish preschool children.
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(2022). Effects of a professional development program on emergent literacy-promoting practices and environments in early childhood education and care.
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(2022). The ability to use contextual cues to achieve phonological constancy emerges by 14 months.
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(2022). Is there a bilingual disadvantage for word segmentation? A computational modeling approach.
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(2022). Singing to infants matters: Early singing interactions affect musical preferences and facilitate vocabulary building.
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(2022). Gesture development in infancy : Effects of gender but not bilingualism.
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(2022). The bidirectional interplay between self-regulation and expressive vocabulary during toddlerhood.
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(2022). Object labeling activates young children’s scale errors at an early stage of verb vocabulary growth.
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(2022). Is there a connection between children’s language skills, creativity, and play?
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(2022). Portrait de la qualité des interactions pour soutenir l’oral des enfants dans des classes de maternelle en Belgique.
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(2022). Cognitive basis of drawing in young children: relationships with language and imaginary companions.
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(2022). Semantic maturation during the comprehension-expression gap in late and typical talkers.
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(2022). Toddlers raised in multi-dialectal families learn words better in accented speech than those raised in monodialectal families.
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