Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading

References

• Adlof, S. M., Catts, H. W., & Little, T. D. (2006). Should the SVR include a fluency component? Reading and Writing, 19(9), 933–958. doi:10.1007/s11145-006-9024-z
   Web of Science ®Google Scholar
• Aronoff, M., Berg, K., & Heyer, V. (2016). Some implications of English spelling for morphological processing. The Mental Lexicon, 11, 164–185. doi:10.1075/ml
   Web of Science ®Google Scholar
• Baayen, R. H., Piepenbrock, R., & van Rijn, H. (1993). The celex lexical database (cd-rom). Philadelphia, PA: Linguistic Data Consortium, University of Pennsylvania.
   Google Scholar
• Bercow, J. (2008). The Bercow report: A review of service for children and young people (0–19) with speech, language and communication needs (SLCN). London, UK: DCSF.
   Google Scholar
• Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223–242). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Bornstein, M. H., Haynes, M. O., & Painter, K. M. (1998). Sources of child vocabulary competence: A multivariate model. Journal of Child Language, 25, 367–393.
   PubMed Web of Science ®Google Scholar
• Bornstein, M. H., & Tamis-LeMonda, C. S. (1995). Language and nonlanguage factors in development of prelinguistic vocalization to linguistic communication. In G. Konopczynski (Ed.), Is early language performance predictive of later language development? (pp. 81–102). Calais, France: Ortho-Editions.
   Google Scholar
• Cameron-Faulkner, T., & Noble, C. (2013). A comparison of book text and child directed speech. First Language, 33(3), 268–279. doi:10.1177/0142723713487613
   Web of Science ®Google Scholar
• Cartmill, E., Armstrong, B. F., Gleitman, L. R., Goldin-Meadows, S., Medinac, T. N., & Trueswell, J. C. (2013). Quality of early parent input predicts child vocabulary 3 years later. Proceedings of the National Academy of Sciences, 110, 11278–11283. doi:10.1073/pnas.1309518110
   PubMed Web of Science ®Google Scholar
• Chang, Y. N., Furber, S., & Welbourne, S. (2012). “Serial” effects in parallel models of reading. Cognitive Psychology, 64(4), 267–291. doi:10.1016/j.cogpsych.2012.01.002
   PubMed Web of Science ®Google Scholar
• Chang, Y.-N., Welbourne, S., & Lee, C.-Y. (2016). Exploring orthographic neighborhood size effects in a computational model of Chinese character naming. Cognitive Psychology, 91, 1–23. doi:10.1016/j.cogpsych.2016.09.001
   PubMed Web of Science ®Google Scholar
• Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York, NY: Harper & Row.
   Google Scholar
• Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading comprehension difficulties: A randomised controlled trial. Psychological Science, 21, 1106–1116. doi:10.1177/0956797610378686
   PubMed Web of Science ®Google Scholar
• Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Stanovich, P. J. (2004). Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy. Annals of Dyslexia, 54(1), 139–167. doi:10.1007/s11881-004-0007-y
   PubMed Web of Science ®Google Scholar
• Cunningham, A. E., Zibulsky, J., & Callahan, M. D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading and Writing, 22, 487–510. doi:10.1007/s11145-009-9164-z
   Web of Science ®Google Scholar
• Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational Psychology, 72(5), 656–669. doi:10.1037/0022-0663.72.5.656
   Web of Science ®Google Scholar
• Demir-Vegter, S., Aarts, R., & Kurvers, J. (2014). Lexical richness in maternal input and vocabulary development of Turkish preschoolers in the Netherlands. Journal of Psycholinguistic Research, 43, 149–165. doi:10.1007/s10936-013-9245-7
   PubMed Web of Science ®Google Scholar
• Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner- Feinberg, E. S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationship among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology, 95, 465–481. doi:10.1037/0022-0663.95.3.465
   Web of Science ®Google Scholar
• Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school-age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56(8), 848–856. doi:10.1111/jcpp.12378
   PubMed Web of Science ®Google Scholar
• Foorman, B. R., Herrera, S., Petscher, Y., Mitchell, A., & Truckenmiller, A. (2015). The structure of oral language and reading and their relation to comprehension in kindergarten through grade 2. Reading and Writing, 28(5), 655–681. doi:10.1007/s11145-015-9544-5
   PubMed Web of Science ®Google Scholar
• Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry, 54, 280–290. doi:10.1111/jcpp.12010
   PubMed Web of Science ®Google Scholar
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. doi:10.1177/074193258600700104
   Google Scholar
• Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading and dyslexia: Insights from connectionist models. Psychological Review, 106, 491–528.
   PubMed Web of Science ®Google Scholar
• Harm, M. W., & Seidenberg, M. S. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. doi:10.1037/0033-295X.111.3.662
   PubMed Web of Science ®Google Scholar
• Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H Brookes Publishing.
   Google Scholar
• Hart, B., & Risley, T. R. (1992). American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology, 28(6), 1096–1105. doi:10.1037/0012-1649.28.6.1096
   Web of Science ®Google Scholar
• Hoff, E., & Naigles, L. R. (2002). How children use input to acquire a lexicon. Child Development, 73, 418–433. doi:10.1111/cdev.2002.73.issue-2
   PubMed Web of Science ®Google Scholar
• Hurtado, N., Marchman, V. A., & Fernald, A. (2008). Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children. Developmental Science, 11, F31–F39. doi:10.1111/desc.2008.11.issue-6
   PubMed Web of Science ®Google Scholar
• Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236–248. doi:10.1037/0012-1649.27.2.236
   Web of Science ®Google Scholar
• Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V. (2010). Sources of variability in children’s language growth. Cognitive Psychology, 61, 343–365. doi:10.1016/j.cogpsych.2010.08.002
   PubMed Web of Science ®Google Scholar
• Jones, G., & Rowland, C. F. (2017). Diversity not quantity in caregiver speech: Using computational modeling to isolate the effects of the quantity and the diversity of the input on vocabulary growth. Cognitive Psychology, 98, 1–21. doi:10.1016/j.cogpsych.2017.07.002
   PubMed Web of Science ®Google Scholar
• Kamil, M., & Hiebert, E. (2005). Teaching and learning vocabulary: Perspectives and persistent issues. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 1–23). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Kuperman, V., & Van Dyke, J. A. (2013). Reassessing word frequency as a determinant of word recognition for skilled and unskilled readers. Journal of Experimental Psychology: Human Perception and Performance, 39(3), 802–823. doi:10.1037/a0030859
   PubMed Web of Science ®Google Scholar
• Lee, J. (2011). Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics, 32, 69–92. doi:10.1017/S0142716410000299
   Web of Science ®Google Scholar
• Locke, A., Ginsborg, J., & Peers, I. (2002). Development and disadvantage: Implications for the early years and beyond. International Journal of Language & Communication Disorders, 37(1), 3–15. doi:10.1080/13682820110089911
   PubMed Web of Science ®Google Scholar
• Marcus, M. P., Marcinkiewicz, M. A., & Santorini, B. (1993). Building a large annotated corpus of English: The Penn treebank. Computational Linguistics, 19(2), 313–330.
   Google Scholar
• Miller, G. A. (1990). WordNet: An on-line lexical database. International Journal of Lexicography, 3, 235–312. doi:10.1093/ijl/3.4.235
   Google Scholar
• Monaghan, P., Chang, Y. N., & Welbourne, S. (2017). Different processes for reading words learned before and after onset of literacy. Proceedings of the 39th Cognitive Science Society Conference, London.
   Google Scholar
• Monaghan, P., Chang, Y. N., Welbourne, S., & Brysbaert, M. (2017). Exploring the relations between word frequency, language exposure, and bilingualism in a computational model of reading. Journal of Memory and Language, 93, 1–21. doi:10.1016/j.jml.2016.08.003
   Web of Science ®Google Scholar
• Monaghan, P., & Ellis, A. W. (2010). Modeling reading development: Cumulative, incremental learning in a computational model of word naming. Journal of Memory and Language, 63(4), 506–525. doi:10.1016/j.jml.2010.08.003
   Web of Science ®Google Scholar
• Monaghan, P., Shillcock, R. C., Christiansen, M. H., & Kirby, S. (2014). How arbitrary is language? Philosophical Transactions of the Royal Society B, 369, 20130299. doi:10.1098/rstb.2013.0299
   PubMed Web of Science ®Google Scholar
• Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40(5), 665–681. doi:10.1037/0012-1649.40.5.665
   PubMed Web of Science ®Google Scholar
• Nation, K. (2009). Form–Meaning links in the development of visual word recognition. Philosophical Transactions of the Royal Society B: Biological Sciences, 364, 3665–3674. doi:10.1098/rstb.2009.0119
   PubMed Web of Science ®Google Scholar
• Nation, K., & Snowling, M. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27, 342–356. doi:10.1111/jrir.2004.27.issue-4
   Web of Science ®Google Scholar
• Nation, K., & Snowling, M. J. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39(1), 85–101. doi:10.1006/jmla.1998.2564
   Web of Science ®Google Scholar
• Ouellette, G., & Beers, A. (2010). A not-so-SVR: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23, 189–208. doi:10.1007/s11145-008-9159-1
   Web of Science ®Google Scholar
• Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. doi:10.1037/0022-0663.98.3.554
   Web of Science ®Google Scholar
• Pagliuca, G., & Monaghan, P. (2010). Discovering large grain-sizes in a transparent orthography: Insights from a connectionist model of reading aloud for Italian. European Journal of Cognitive Psychology, 22, 813–835. doi:10.1080/09541440903172158
   Web of Science ®Google Scholar
• Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76, 763–782.
   PubMed Web of Science ®Google Scholar
• Pearlmutter, B. A. (1989). Learning state space trajectories in recurrent neural networks. Neural Computation, 1(2), 263–269. doi:10.1162/neco.1989.1.2.263
   Web of Science ®Google Scholar
• Pearlmutter, B. A. (1995). Gradient calculations for dynamic recurrent neural networks – A survey. IEEE Transactions on Neural Networks, 6(5), 1212–1228. doi:10.1109/72.410363
   PubMedGoogle Scholar
• Pearson, B. Z., Fernandez, S. C., Lewedeg, V., & Oller, D. K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41–58. doi:10.1017/S0142716400009863
   Web of Science ®Google Scholar
• Pentimonti, J., O’Connell, A., Justice, L., & Cain, K. (2015). The dimensionality of language ability in young children. Child Development, 86(6), 1948–1965. doi:10.1111/cdev.12450
   PubMed Web of Science ®Google Scholar
• Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. doi:10.1080/10888430701530730
   Web of Science ®Google Scholar
• Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103(1), 56–115.
   PubMed Web of Science ®Google Scholar
• Reardon, S. F. (2013). The widening income achievement gap. Educational Leadership, 70(8), 10–16.
   Web of Science ®Google Scholar
• Ricketts, J., Nation, K., & Bishop, D. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11, 235–257. doi:10.1080/10888430701344306
   Web of Science ®Google Scholar
• Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83, 1762–1774. doi:10.1111/j.1467-8624.2012.01805.x
   PubMed Web of Science ®Google Scholar
• Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. New York, NY: Basic Books.
   Google Scholar
• Seidenberg, M. S., & Gonnerman, L. M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences, 4(9), 353–361.
   PubMed Web of Science ®Google Scholar
• Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568.
   PubMed Web of Science ®Google Scholar
• Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218.
   PubMed Web of Science ®Google Scholar
• Snow, C. E., Burns, M. S., & Griffin, P. (Ed.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press: Wiley Subscription Services, Inc. .
   Google Scholar
• Social Mobility Commission. (2017). Social mobility in Great Britain: Fifth state of the nation report. London: UK Government.
   Google Scholar
• Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934–947.
   PubMed Web of Science ®Google Scholar
• Storkel, H. L. (2001). Learning new words: Phonotactic probability in language development. Journal of Speech, Language and Hearing Research, 44, 1321–1337. doi:10.1044/1092-4388(2001/103)
   PubMed Web of Science ®Google Scholar
• Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in their-grade children. Scientific Studies of Reading, 10, 381–398. doi:10.1207/s1532799xssr1004_3
   Web of Science ®Google Scholar
• Taylor, J. S. H., Duff, F. J., Woollams, A., Monaghan, P., & Ricketts, J. (2015). How word meaning influences word reading. Current Directions in Psychological Science, 24, 322–328. doi:10.1177/0963721415574980
   Web of Science ®Google Scholar
• Tomblin, J. B., & Zhang, X. (2006). The dimensionality of language ability in school-age children. Journal of Speech, Language, and Hearing Research, 49(6), 1193–1208. doi:10.1044/1092-4388(2006/086)
   PubMed Web of Science ®Google Scholar
• Toste, J. R., Williams, K. J., & Capin, P. (2017). Reading big words: Instructional practices to promote multisyllabic word reading fluency. Intervention in School and Clinic, 52(5), 270–278. doi:10.1177/1053451216676797
   Web of Science ®Google Scholar
• von Hippel, P., Workman, J., & Downey, D. B. (2017). Inequality in reading and math skills comes mainly from early childhood: A replication, and partial correction, of ‘Are schools the great equalizer?’ SSRN working paper 3036094.
   Google Scholar
• Yang, J., McCandliss, B. D., Shu, H., & Zevin, J. D. (2009). Simulating language-specific and language-general effects in a statistical learning model of Chinese reading. Journal of Memory and Language, 61(2), 238–257. doi:10.1016/j.jml.2009.05.001
   PubMed Web of Science ®Google Scholar
• Zeno, S. M., Ivens, S. H., Hillard, R. T., & Duvvuri, R. (1995). The educator’s word frequency guide. Brewster, NJ: Touchstone Applied Science Associates.
   Google Scholar