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Sleep behaviour in children with developmental language impairments ...
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Does the maturation of early sleep patterns predict language ability at school entry? : A Born in Bradford study
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Timing storytime to maximize children's ability to retain new vocabulary
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Abstract:
Shared storybook reading is a key aid to vocabulary acquisition during childhood. However, word learning research has tended to use unnaturalistic (explicit) training regimes. Using a storybook paradigm, we examined whether children (particularly those with weaker vocabularies) are more likely to retain new words if they learn them closer to sleep. Parents read their children (5- to 7-year-olds; N = 237) an alien adventure story that contained 12 novel words with illustrations at one of two training times: at bedtime or 3-5 h before bedtime. Using online tasks, parents tested their children's ability to recall the new words (production) and associate them with pictures (comprehension) immediately after hearing the story and again the following morning. As hypothesized, we replicated two findings. First, children showed overnight improvements in their ability to produce and comprehend new words when tested again the next day. Second, children with better existing vocabulary knowledge showed larger overnight gains in new word comprehension. Counter to expectations, overnight gains in comprehension were larger if the story was read 3-5 h before bedtime rather than at bedtime. These ecologically valid findings are consistent with theories that characterize word learning as a prolonged process supported by mechanisms such as consolidation and retrieval practice, with existing vocabulary knowledge acting as an important source of variability in retention. The findings provide preliminary evidence that encountering new words in stories later in the day (but not too close to sleep) may help to harness vocabulary growth and may be more beneficial than leaving shared storybook reading just for bedtime.
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URL: https://eprints.whiterose.ac.uk/177940/
https://doi.org/10.1016/j.jecp.2021.105207
https://eprints.whiterose.ac.uk/177940/1/1_s2.0_S0022096521001259_main.pdf
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Sleep promotes phonological learning in children (Knowland et al., 2019) ...
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Sleep promotes phonological learning in children (Knowland et al., 2019) ...
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Sleep promotes phonological learning in children (Knowland et al., 2019) ...
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Learning to live with interfering neighbours : the influence of time of learning and level of encoding on word learning
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Sleep promotes phonological learning in children across language and autism spectra
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Atypicalities in sleep and semantic consolidation in autism
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Atypicalities in sleep and semantic consolidation in autism
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Audio-visual speech perception: a developmental ERP investigation
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Modeling mechanisms of persisting and resolving delay in language development
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Modelling mechanisms of persisting and resolving delay in language development
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| 15 |
Audio-visual speech perception: a developmental ERP investigation
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