Claire Noble

TL;DR: In this paper, a large-scale, multisite study aimed at assessing the overall replicability of a single theoretically important phenomenon and examining methodological, cultural, and developmental moderators was conducted.

TL;DR: In this article, a meta-analysis explored whether shared reading interventions are equally effective (a) across a range of study designs; (b) across different outcome variables; and (c) for children from different SES groups.

TL;DR: The results suggest that young 2-year-olds can associate transitive structures with causal events and can use transitive structure to assign agent and patient roles correctly, but the children were unable to associate the conjoined agent intransitive with noncausal events until aged 3;4.

TL;DR: The authors evaluated the extent to which pre-schoolers' picture books can be viewed as a form of enriched linguistic input and concluded that the linguistic content of young children's books has the potential to play an important role in children's grammatical development.

TL;DR: The findings indicate that the child- directed speech generated by shared book reading contains significantly more grammatically rich constructions than child-directed speech generatedBy toy play, and the grammatical profile of the book itself affects the Grammatical Profile of the Child-directed Speech generated by Shared book reading.