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Referenser - Främja barns språkutveckling

    1. Reilly, S. and C. McKean. Creating the conditions for robust early language development for all-Part 1: Evidence-informed child language surveillance in the early years. International journal of language & communication disorders. 2023;
    2. Madigan, S., et al. Parenting Behavior and Child Language: A Meta-analysis. Pediatrics. 2019;144(4):p. e20183556.
    3. Hirsh-Pasek, K., et al. The Contribution of Early Communication Quality to Low-Income Children's Language Success. Psychol Sci. 2015;26(7):p. 1071-83.
    4. Rowe, M.L.. A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development. Child Development. 2018;89(3):p. 837-850..
    5. Hoff, E. How social contexts support and shape language development☆. Developmental Review. Developmental Review. 2006;26(1):p. 55-88.
    6. Mesman, J., et al. Universality Without Uniformity: A Culturally Inclusive Approach to Sensitive Responsiveness in Infant Caregiving. Child Development. 2018;89(3):p. 837-850.
    7. Weisleder, A. and A. Fernald. Talking to children matters: early language experience strengthens processing and builds vocabulary. Psychol Sci. 2013;24(11):p. 2143-52.
    8. Rowland, C. Understanding child language acquisition. Routledge. 2013;
    9. Paradis, J., F. Genesee, and M.B. Crago. Dual language development and disorders. A handbook on bilingualism and second language learning. 2011;2:
    10. Hart, B. and T.R. Risley,. American parenting of language-learning children: Persisting differences in family-child interactions observed in natural home environments. Developmental Psychology. 1992;28(6):p. 1096-1105.
    11. Sperry, D.E., L.L. Sperry, and P.J. Miller. Reexamining the Verbal Environments of Children From Different Socioeconomic Backgrounds. Child Development. 2019; 90(4):p. 1303-1318.
    12. Rindermann, H. and A.E.E. Baumeister. Parents' SES vs. parental educational behavior and children's development: A reanalysis of the Hart and Risley study. Learning and Individual Differences. 2015;37:p. 133-138.
    13. Hoff, E. The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech. Child Development. 2003;74(5):p. 1368-1378.
    14. Rowe, M.L.. Understanding Socioeconomic Differences in Parents’ Speech to Children. Child Development Perspectives. 2018;12(2):p. 122-127.
    15. Fernald, A. and A. Weisleder. Twenty Years after “Meaningful Differences,” It's Time to Reframe the “Deficit” Debate about the Importance of Children's Early Language Experience. Human Development. 2015;58(1): p. 1-4.
    16. Singh, L., et al. Influences of Infant-Directed Speech on Early Word Recognition. Infancy. 2009;14(6):p.654.
    17. Bornstein, M.H., et al. Maternal responsiveness to young children at three ages: longitudinal analysis of a multidimensional, modular, and specific parenting construc. Dev Psychol. 2008;44(3):p. 867-74.
    18. Tamis-LeMonda, C.S. and M.H. Bornstein. Maternal responsiveness and early language acquisition. Adv Child Dev Behav. 2002;29:p. 89-127.
    19. Tomasello, M. and M.J. Farrar. Joint Attention and Early Language. Joint Attention and Early Language. 1986;57(6):p. 1454-1463.
    20. Rowe, M.L. and S. Goldin-Meadow. Differences in Early Gesture Explain SES Disparities in Child Vocabulary Size at School Entry. Science. Science. 2009;323(5916):p. 951-953.
    21. Elder, J.H. and J.J. Goodman. Social Turn-Taking of Children with Neuropsychiatric Impairments and Their Parents. Issues in comprehensive pediatric nursing. 1996;19(4):p. 249-261.
    22. Melby-Lervag, M., S.-A. Halaas Lyster, and C. Hulme. Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review. Psychological bulletin. 2012;138(2):p. 322-352.
    23. Bus, A.G. and M.H. van Ijzendoorn. Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology. 1999;91(3): p. 403-414.
    24. Svalberg, A.M.L. Language awareness and language learning. Language Teaching. 2007;40(4):p. 287-308.
    25. Ehri, L.C., et al. Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis. Reading research quarterly. 2001;36(3):p. 250-287.
    26. Zuckerman, B. and A. Khandekar,. Reach Out and Read: evidence based approach to promoting early child development. Curr Opin Pediatr. 2010;22(4):p. 539-44.
    27. Duursma, E., M. Augustyn, and B. Zuckerman. Reading aloud to children: the evidence. Archives of Disease in Childhood. 2008;93(7):p. 554-7.
    28. Kirkorian, H.L., et al. The impact of background television on parent-child interaction. Child Dev. 2009;80(5): p. 1350-9.
    29. Madigan, S., et a. Associations Between Screen Use and Child Language Skills: A Systematic Review and Meta-analysis. JAMA pediatrics. 2020;174(7):p. 665-675.
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