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Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study*

Published online by Cambridge University Press:  28 March 2016

LJUBICA MARJANOVIČ-UMEK ,
URŠKA FEKONJA-PEKLAJ  and
GREGOR SOČAN
LJUBICA MARJANOVIČ-UMEK
Affiliation:
University of Ljubljana, Slovenia
URŠKA FEKONJA-PEKLAJ*
Affiliation:
University of Ljubljana, Slovenia
GREGOR SOČAN
Affiliation:
University of Ljubljana, Slovenia
*
*Address for correspondence: Urška Fekonja-Peklaj, University of Ljubljana, Faculty of Arts, Department of Psychology, Aškerčeva 2, 1000 Ljubljana, Slovenia. E-mail: [email protected]
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Abstract

The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

Type
Articles
Information
Journal of Child Language , Volume 44 , Issue 2 , March 2017 , pp. 457 - 479
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Copyright © Cambridge University Press 2016 

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