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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 29 1 Personal narrative as a ‘breeding ground’ for higher-order thinking talk in early parent-child interactions Frausel, Rebecca R.; Richland, Lindsey E.; Levine, Susan C.... In: Dev Psychol (2021) BASE Show details 2 The Origins of Higher-Order Thinking Lie in Children’s Spontaneous Talk Across the Pre-School Years Frausel, Rebecca R.; Silvey, Catriona; Freeman, Cassie... In: Cognition (2020) BASE Show details 3 Language development and brain reorganization in a child born without the left hemisphere Asaridou, Salomi S.; Demir-Lira, Ö. Ece; Goldin-Meadow, Susan... In: Cortex (2020) BASE Show details 4 Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input Demir-Lira, Ö. Ece; Applebaum, Lauren R.; Goldin-Meadow, Susan; Levine, Susan C.. - 2019 Abstract: It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent-child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent-child book reading interactions between 1 and 2.5 years-of-age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children’s own early language skill. We find that the quantity of parent-child book reading interactions predicts children’s later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity. Keyword: Article URL: https://doi.org/10.1111/desc.12764 http://www.ncbi.nlm.nih.gov/pubmed/30325107 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6927670/ BASE Hide details 5 Number gestures predict learning of number words Gibson, Dominic J.; Gunderson, Elizabeth A.; Spaepen, Elizabet. - 2019 BASE Show details 6 Resilience in mathematics after early brain injury: The roles of parental input and early plasticity Glenn, Dana E.; Demir-Lira, Özlem Ece; Gibson, Dominic J.. - 2017 BASE Show details 7 Vocabulary, syntax, and narrative development in typically developing children and children with early unilateral brain injury: Early parental talk about the there-and-then matters Demir, Özlem Ece; Rowe, Meredith L.; Heller, Gabriella. - 2015 BASE Show details 8 New Evidence About Language and Cognitive Development Based on a Longitudinal Study: Hypotheses for Intervention Goldin-Meadow, Susan; Levine, Susan C.; Hedges, Larry V.. - 2014 BASE Show details 9 A tale of two hands: Children's early gesture use in narrative production predicts later narrative structure in speech Demir, Özlem Ece; Levine, Susan C.; Goldin-Meadow, Susan. - 2014 BASE Show details 10 Atypical signed language development: A case study of challenges with visualspatial processing Quinto-Pozos, David; Singleton, Jenny L.; Hauser, Peter C.... In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 30 (2013) 5, 332-359 OLC Linguistik Show details 11 What counts as effective input for word learning?* SHNEIDMAN, LAURA A.; ARROYO, MICHELLE E.; LEVINE, SUSAN C.... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2013) 3, 672-686 OLC Linguistik Show details 12 Narrative Processing in Typically Developing Children and Children with Early Unilateral Brain Injury: Seeing Gesture Matters Demir, Özlem Ece; Fisher, Joan A.; Goldin-Meadow, Susan. - 2013 BASE Show details 13 Gesturing with an Injured Brain: How Gesture Helps Children with Early Brain Injury Learn Linguistic Constructions Goldin-Meadow, Susan; Ozcaliskan, Seyda; Levine, Susan C. In: Psychology Faculty Publications (2013) BASE Show details 14 Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions Özçalışkan, Şeyda; Levine, Susan C.; Goldin-Meadow, Susan. - 2013 BASE Show details 15 Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions* ÖZÇALIŞKAN, ŞEYDA; LEVINE, SUSAN C.; GOLDIN-MEADOW, SUSAN... In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 40 (2012) 1, 69-105 OLC Linguistik Show details 16 Oral language skills of Spanish-speaking English language learners: The impact of high-quality native language exposure GÁMEZ, PERLA B.; LEVINE, SUSAN C. In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 34 (2012) 4, 673-696 OLC Linguistik Show details 17 What counts as effective input for word learning?* SHNEIDMAN, LAURA A.; ARROYO, MICHELLE E.; LEVINE, SUSAN C.. - 2012 BASE Show details 18 Children’s spatial thinking: Does talk about the spatial world matter? Pruden, Shannon M.; Levine, Susan C.; Huttenlocher, Janellen. - 2011 BASE Show details 19 Learning what children know about space from looking at their hands: The added value of gesture in spatial communication Sauter, Megan; Uttal, David H.; Alman, Amanda Schaal. - 2011 BASE Show details 20 Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge Gunderson, Elizabeth A.; Levine, Susan C.. - 2011 BASE Show details Page: 1 2

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