{"id":2100,"date":"2017-06-01T08:00:11","date_gmt":"2017-06-01T08:00:11","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=2100"},"modified":"2017-05-28T19:26:16","modified_gmt":"2017-05-28T19:26:16","slug":"use-your-words-the-impact-of-parent-and-teacher-speech-on-early-language-growth","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/use-your-words-the-impact-of-parent-and-teacher-speech-on-early-language-growth\/","title":{"rendered":"Use Your Words: The Impact of Parent and Teacher Speech on Early Language Growth"},"content":{"rendered":"

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It\u2019s finals time! <\/span><\/p>\n

As the promise of spring and summer days rolls in, the increase in sunshine can mean only one thing for students: assignments, exams, papers, and projects are due.<\/span><\/p>\n

Not surprisingly, this time of year arrives with no shortage of stress for those with tight deadlines, writer\u2019s block, computer glitches, or myriad other dilemmas inherent to the academic world.<\/span><\/p>\n

And for those faced with the daunting sight of a blank page needing to be filled, I like to offer the charming words of Sylvia Plath: \u201c<\/span>let me live, love, and say it well in good sentences.<\/span><\/i>\u201d<\/span><\/p>\n

Of course, taken from Plath\u2019s novel <\/span>The Bell Jar<\/span><\/i>, the quote\u2019s implied ease of eloquent composition belies much of the strife of writing. Which brings us to an important question: where <\/span>do<\/span><\/i> good writers come from? Or, better yet, <\/span>how<\/span><\/i> do children acquire the words that will eventually be put on paper to make them good writers (and to ace those finals)?<\/span><\/p>\n

Given that language and literacy skills are ubiquitous, their development has been an interest of researchers for years. And it turns out that early language exposure has long-lasting implications for childhood skill growth.<\/span><\/p>\n

Let\u2019s Talk about School Talk<\/b><\/p>\n

Hoping to better understand if the amount and type of vocabulary that preschool teachers use around their students would predict children\u2019s language skills at kindergarten and beyond, Dickinson & Porche (2011) conducted a longitudinal study. [1] <\/span><\/p>\n

The researchers observed and videotaped classroom interactions in a number of Head Start preschools. Teacher-child talk was then separated into several categories:<\/span><\/p>\n