Objectively Measured Teacher and Preschooler Vocalizations: Phonemic Diversity is…

Over half of US children are enrolled in preschools, where the quantity and quality of language input from teachers are likely to affect children’s language development. Leveraging repeated objective measurements, we examined the rate per minute and phonemic diversity of child and teacher speech-related vocalizations in preschool classrooms and their association with children’s end-of-year receptive and expressive language abilities measured with the Preschool Language Scales (PLS-5). Read more “Objectively Measured Teacher and Preschooler Vocalizations: Phonemic Diversity is Associated with Language Abilities” →