stimulated younger youngsters’s language development included adult use of various vocabulary throughout conversations with children; extended discourse on a single subject (fairly than frequent subject switching); and variety of language-related activities, together with storybook studying, conversation related to children’s experiences and interests, language corrections, and faux play ( Dickinson, 2003 ; Dickinson and Porche, 2011 ; Dickinson and Tabors, 2001 ). These elements of the early childhood social surroundings predicted both kindergarten language expertise and fourth-grade language and studying talents.
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