ArticleSeminars in speech and language2021
Characterizing the Richness of Maternal Input for Word Learning in Neurogenetic Disorders.
Article in Seminars in speech and language, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed, 8 citations in OpenAlex.
- Characterizing Caregiver-Child Interactions Through a Transactional Lens: A Baseline Analysis of a Caregiver-Implemented Intervention.Journal of speech, language, and hearing research : JSLHR · 2026Trial
- Concurrent and longitudinal associations between the Home Literacy Environment and the language skills of children with Down syndrome.Frontiers in psychology · 2026Article
- The complexity of opportunities to respond used by mothers and fathers of children with Down syndrome: A preliminary investigation.Journal of child language · 2025Article
- Joint engagement and early language abilities in young children with Down syndrome.Frontiers in psychology · 2023Article
- Home-literacy environments and language development in toddlers with Down syndrome.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
Funding
Abstract
Promoting language abilities, including early word learning, in children with neurogenetic disorders with associated language disorders, such as Down syndrome (DS) and fragile X syndrome (FXS), is a main concern for caregivers and clinicians. For typically developing children, the quality and quantity of maternal language input and maternal gesture use contributes to child word learning, and a similar relation is likely present in DS and FXS. However, few studies have examined the combined effect of maternal language input and maternal gesture use on child word learning. We present a multidimensional approach for coding word-referent transparency in naturally occurring input to children with neurogenetic disorders. We conceptualize high-quality input from a multidimensional perspective, considering features from linguistic, interactive, and conceptual dimensions simultaneously. Using case examples, we highlight how infrequent the moments of word-referent transparency are for three toddlers with DS during play with their mothers. We discuss the implications of this multidimensional framework for children with DS and FXS, including the clinical application of our approach to promote early word learning for these children.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.