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Journal Article

Contributions of abstract extratextual talk and interactive style to preschoolers’ vocabulary development

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Rowland,  Caroline F.
Language Development Department, MPI for Psycholinguistics, Max Planck Society;
University of Liverpool;
Donders Institute for Brain, Cognition and Behaviour, External Organizations;

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Citation

Muhinyi, A., & Rowland, C. F. (2023). Contributions of abstract extratextual talk and interactive style to preschoolers’ vocabulary development. Journal of Child Language, 50(1), 198-213. doi:10.1017/S0305000921000696.


Cite as: https://hdl.handle.net/21.11116/0000-000A-2A9D-7
Abstract
Caregiver abstract talk during shared reading predicts preschool-age children’s vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children’s vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children’s concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.