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Vocabulary, Grammar and Early Gestures in Swedish Children aged 12-30 months
Högskolan Dalarna, Akademin Humaniora och medier, Engelska.ORCID-id: 0000-0001-7179-5750
Stockholm University.
2017 (Engelska)Konferensbidrag, Poster (med eller utan abstract) (Refereegranskat)
Abstract [en]

Research on child language acquisition confirms the importance of early language development for later language and literacy skills, and documents great individual variability in children’s acquisition rates. This study aims to investigate early communicative development in a sample of Swedish children based on parental report, using Swedish versions of the MacArthur-Bates CDI. In particular, variables such as early communicative gestures, receptive and productive vocabulary, and grammatical development are explored. The study is a reanalysis of previously collected data (Cox Eriksson, 2014), using a subsample of 128 children with complete records for measures collected at six-month intervals (12, 18, 24 and 30 months of age). The analysis examines both general trends through growth curve modelling in addition to some individual trajectories. Results indicate gender differences in vocabulary profiles, and although there is no main effect of gender, girls exhibit a significantly higher rate of growth. Individual vocabulary trajectories for boys exhibit more variation than those of girls. There is also a significant effect on vocabulary size for use of the pointing gesture at 12 months. Regarding grammatical development, trajectories for girls and boys exhibit differences in variation as well as individual outliers.

Ort, förlag, år, upplaga, sidor
2017.
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Identifikatorer
URN: urn:nbn:se:du-26827OAI: oai:DiVA.org:du-26827DiVA, id: diva2:1166932
Konferens
Literacy and Learning Research Symposium, University of Canterbury, Christchurch, New Zealand, October 26th-27th, 2017
Tillgänglig från: 2017-12-17 Skapad: 2017-12-17 Senast uppdaterad: 2017-12-18Bibliografiskt granskad

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Cox Eriksson, Christine

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Cox Eriksson, Christine
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Totalt: 26 träffar
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  • de-DE
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