Relationships of Expressive Vocabulary to Frequency of Reading and Television Experience among Bilingual Toddlers.

By Janet Patterson. 2002

163 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/68a6d2fa37762aa95d001ce72644561a640ee0f7

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Citations in the corpus

Home and community factors influencing bilingual children’s ethnic language vocabulary development (2012, background): “Patterson (2002), studying Spanish– English bilingual toddlers around 2 years of age, found that television viewing did not predict vocabulary size for each language, but parent–child book reading in that language did.”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “Estimates of the variance in English (L2) and Spanish (L1) vocabularies were accounted for by the relative amount of exposure to each range from 10% to 49%, from birth through age three (Marchman & Martínez-Sussman, 2002; Patterson, 2002; Place & Hoff, 2011).”
Parent–child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners (2009, background): “…the effects of parent–child reading in facilitating children’s first-language vocabulary learning (e.g. Hood et al., 2008), and the positive links between parental reports on parent–child reading practices and children’s language abilities in a second language (e.g. Kalia, 2007; Patterson, 2002).”
The home language environment of monolingual and bilingual children and their language proficiency (2009, background): “…with monolingual children, shared book reading, story telling, conversations, and watching educational television programs positively impact bilingual children’s vocabulary and language comprehension, at least in the language used during these interactions (Leseman et al., 2009; Patterson, 2002).”
The relationship between bilingual exposure and vocabulary development (2011, background): “In particular, some groups of bilingual children are found to have less knowledge of their home (minority) language than would be expected based on the reported use of that language in their homes (Patterson, 2002).”
Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support (2010, background): “Tabors, Páez, & Lopez, 2003), and by Patterson’s (2002) finding that the frequency with which 64 two-yearolds were read to in English versus Spanish had a positive association with expressive vocabulary size in the respective language.”
Parental language input patterns and children's bilingual use (2007, background): “For children actually speaking two languages, more detailed input effects, such as parental use of particular grammatical constructions (De Houwer, 1997; Paradis & Navarro, 2003), or specific linguistic activities such as book reading (Patterson, 2000), or parental mixing (Mishina, 1999; Nicoladis &”
English vocabulary development in bilingual kindergarteners: What are the best predictors? (2006, background): “Past research has shown that the size of a child’s vocabulary is heavily dependent on the amount of exposure for monolinguals (Huttenlocher, Haight, Bryk, Seltzer and Lyons, 1991; Hart and Risley, 1995), and on input per language for bilinguals (De Houwer, 1995; Pearson, Fernández, Lewedeg and Oller”
The Relation between Teacher Input and Lexical Growth of Preschoolers. (2011, background): “Previous studies have examined the role of child characteristics as well as home-related factors (De Houwer, 1995; Patterson, 2002; Ranta, 2002; Wong-Fillmore, 1983).”