American Parenting of Language-Learning Children: Persisting Differences in Family-Child Interactions Observed in Natural Home Environments.

By B. Hart, T. Risley. 1992

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

When Do You Need Billions of Words of Pretraining Data? (2020, background): “to human learners, around 10M to 100M words (Hart and Risley, 1992)?”
Sources of Variability in Children’s Language Growth (2010, background): “Further, SES differences are found both for vocabulary (e.g. Hart and Risley, 1992) and for syntax (e.g. Huttenlocher et al., 2002).”
How children use input to acquire a lexicon. (2002, background): “That is an important finding, however, because within a language, the number of types and number of tokens tend to be highly correlated (e.g., Hart & Risley, 1992, 1995; Weizman & Snow, 2001).”
Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. (2017, methodology): “Hart and Risley (1992, 1995) reported that infants and toddlers living in poverty experience significantly fewer adult words addressed to them than their higher socioeconomic status (SES) peers, projecting a 30-million-word deficit for low-income children by age four.”
Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “…books, blackboards, crayons, booklets, journals, dictionaries, cards, visits to the library, etc.) tended to become more proficient readers than did children lacking such tools and activities (Hart & Risley, 1992; Neuman & Celano, 2001; Nicholson, 1999; Stuart, Dixon, Masterson & Quinlan, 1998).”
Individual Differences in Reading Development (2014, unknown): “…genetic differences between children (Grigorenko, 2004; Harlaar, Spinath, Dale, & Plomin, 2005; Hohnen & Stevenson, 1999; Olson et al., 2011) in combination with continuous environmental influences from the preschool, school, and family (Bradley, 1989; Hart & Risley, 1992; Rodríguez-Brown, 2010).”
Use of Decontextualized Talk Across Story Contexts: How Oral Storytelling and Emergent Reading Can Scaffold Children's Development (2008, background): “not exposed to this type of language during their home activities ( Hart & Risley, 1992; Heath, 1994).”
SAYCam: A Large, Longitudinal Audiovisual Dataset Recorded From the Infant’s Perspective (2020, background): “Further, children’s learning environments are an important source of individual variation between children (Fernald et al., 2012; Hart & Risley, 1992; Sperry et al., 2019); hence, characterizing these environments is an important step in developing interventions to enhance or alter children’s…”
Shifting Images of Developmentally Appropriate Practice as Seen Through Different Lenses (2002, background): “Other recent research highlights the beneficial impact on children that results when teachers use varied vocabulary, read and discuss books, and engage children in intellectually stimulating conversations (Dickinson, 2001a; Hart & Risley, 1992, 1995; Tabors, Snow, & Dickinson, 2001).”