“I'll Show You How to Write My Name”: The Contribution of Naturalistic Sibling Teaching to the Home Literacy Environment

Segal, Aviva; Howe, Nina; Persram, Ryan J.; Martin‐Chang, Sandra; Ross, Helen E.

doi:10.1002/rrq.199

Cited by 23 publications

(4 citation statements)

References 54 publications

(143 reference statements)

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“…Thus, a larger vocabulary of children with more older siblings could result from having more conversational partners whose level of language skills is higher than the child’s level of language development. This corresponds also to the studies showing that siblings do contribute to the richness of the home language and the literacy environment by teaching each other language and literacy and that advantages tend to appear more clearly in vocabulary than in other areas (Oshima-Takane & Robbins, 2003; Segal, Howe, Persram, Martin-Chang, & Ross, 2018). Children with older siblings are likely to have more opportunities for practicing their language and communication skills.…”

Section: Discussionsupporting

confidence: 86%

Parental reports of communicative development at the age of 36 months: The Estonian CDI-III

Tulviste

Schults

2019

First Language

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Parental reports are a widely-used source of information about infants’ and toddlers’ communicative skills, but parent-report instruments valid for children older than 30 months are less known. This study explored individual variability in children’s communicative skills at the age of 3;0 via parental reports using the Estonian (E) CDI-III. The validity of ECDI-III was established through correlations with another parent-report instrument (ECDI-II) and a standardized examiner-administered language assessment (New Reynell Developmental Language Scales; NRDLS). A hundred Estonian-speaking children ( M age = 35.77 months, age range from 34 to 39 months; 20 of them with reported language difficulties) participated in the study. Relations between different communicative skills and the impact of such factors as the child’s gender, maternal and paternal education, reported language difficulties, the number of siblings, and day care attendance on variability in vocabulary size were also considered. The results showed that the ECDI-III components were moderately to strongly associated with each other, with the ECDI-II and NRDLS. Children with reported language difficulties scored lower on all language measures, except for orthographic awareness. Girls, children of more educated mothers, children with older siblings, and those who had attended day care for more months obtained higher vocabulary scores.

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Section: Discussionsupporting

confidence: 86%

Parental reports of communicative development at the age of 36 months: The Estonian CDI-III

Tulviste

Schults

2019

First Language

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“…This nding obviously contradicted the ndings of previous studies showing that siblings facilitate language development in children with TLD. 7,8 The results can be explained by two reasons.…”

Section: Discussionmentioning

confidence: 99%

“…6 For children with typical language development (TLD), their siblings also motivate them to practice their language skills and teach them various language domains, thereby facilitating language development in a familial-ecological context. 7,8 However, sibling presence may not be advantageous for children with DD. As an investment-type model would suggest, parents allocate more resources to the child with better developmental skills, instead of allocating resources aimed at reducing the developmental differences among siblings.…”

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confidence: 99%

Association of Sibling Presence with Language Development from Infancy to Early School Age Among Children with Developmental Difficulties: A Longitudinal Study

Che

Lin

et al. 2020

Preprint

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BackgroundSiblings are crucial familial-ecological factors in children’s language development. However, it is unclear whether sibling presence is associated with language development among young children with developmental difficulties. The aim of this study was to assess the association between sibling presence and changes in language trajectories of children with developmental delay before early school age. MethodsWe performed a retrospective longitudinal cohort study from December 2008 through February 2016. The medical records of the participants were collected from an official institution designated by Taiwan’s Ministry of Health and Welfare for assessing and identifying young children with developmental difficulties. A total of 174 participants who had developmental difficulties and at least three-waves of evaluations were included in the analysis. Participants’ age ranged from 10 to 90 months. The primary outcomes were receptive and expressive language delays evaluated by board-certified speech-language pathologists. ResultsOf the 174 participants (131 boys; at the first evaluation: mean [standard deviation (SD)] age, 31.74 [10.15] months) enrolled, 64.94% (n=113) had siblings and 35.06% (n=61) did not. At the age of approximately 10 months, the probability of receptive and expressive language delays was lower in participants with siblings than in those without (adjusted odds ratios, 0.19, 0.18; 95% confidence interval [CI], 0.06-0.64, 0.04-0.80; P=0.006, 0.024, respectively). However, at 10–90 months old, this probability of language delay became gradually higher in participants with siblings than in those without, exceeding that of participants without siblings (adjusted odds ratios, 1.04, 1.04; 95% CI, 1.01-1.07, 1.01-1.07; P=0.014, 0.020, respectively)ConclusionsHaving siblings does not necessarily have a positive association on the language development of children with developmental difficulties. Clinicians should consider the association of sibling presence with language development for these children in a broader familial-ecological context.

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“…3,77 1,14 sayısının dil gelişimi üzerinde etkisinin bulunduğunu saptanmıştır (Baykal 2018;Gregory, 2001;Lopez Turley, 2003;Segal vd., 2018;Yıldırım ve Yıldırım, 2016). Çalışmanın bulgularının aksine, kardeş sayısının dil gelişimi üzerinde bir etkisinin olmadığını öne süren araştırmalar da literatürde yer almaktadır (Akçay, 2017;Derman, 2017;Şeker, 2010).…”

Section: 27unclassified

Okul Öncesi Eğitim Almakta Olan 60-72 Ay Çocukların Dil Kullanım Becerileri ile Ebeveyn Tutumları Arasındaki İlişki

ÖZKUL

2023

INESJOURNAL

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“I'll Show You How to Write My Name”: The Contribution of Naturalistic Sibling Teaching to the Home Literacy Environment

Cited by 23 publications

References 54 publications

Parental reports of communicative development at the age of 36 months: The Estonian CDI-III

Parental reports of communicative development at the age of 36 months: The Estonian CDI-III

Association of Sibling Presence with Language Development from Infancy to Early School Age Among Children with Developmental Difficulties: A Longitudinal Study

Okul Öncesi Eğitim Almakta Olan 60-72 Ay Çocukların Dil Kullanım Becerileri ile Ebeveyn Tutumları Arasındaki İlişki

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