Jessica L Montag
Biographic Data
| ID | 4497037 |
|---|---|
| NAME | Jessica L Montag |
| GIVEN NAMES | Jessica L |
| FAMILY NAME | Montag |
| SIGNATURE | MONTAG J L |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0001-9446-1016 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
An Online Survey of Picture Book Reading Practices with Children Between the Ages of 0 and 30 Months
There is a great deal of variability in how families read and interact with picture books. To understand why reading practices may (or may not) relate to language outcomes, a necessary step to understand what occurs in the home. The goal of this work is to better understand the frequency and nature of picture book reading at home with children between the ages of 0 and 30 months in the United States. In an online survey, 282 caregivers answered q…
Using known words to learn more words
Speaking, Writing and Communicating
Differences in sentence complexity in the text of children’s picture books and child-directed speech
Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that…
The Words Children Hear
Young children learn language from the speech they hear. Previous work suggests that greater statistical diversity of words and of linguistic contexts is associated with better language outcomes. One potential source of lexical diversity is the text of picture books that caregivers read aloud to children. Many parents begin reading to their children shortly after birth, so this is potentially an important source of linguistic input for many child…
Visual Salience Modulates Structure Choice in Relative Clause Production
The role of visual salience on utterance form was investigated in a picture description study. Participants heard spoken questions about animate or inanimate entities in a picture and produced a relative clause in response. Visual properties of the scenes affected production choices such that less salient inanimate entities tended to yield longer initiation latencies and to be described with passive relative clauses more than visually salient ina…
Visual Salience Modulates Structure Choice in Relative Clause Production
The role of visual salience on utterance form was investigated in a picture description study. Participants heard spoken questions about animate or inanimate entities in a picture and produced a relative clause in response. Visual properties of the scenes affected production choices such that less salient inanimate entities tended to yield longer initiation latencies and to be described with passive relative clauses more than visually salient ina…
Visual Salience Modulates Structure Choice in Relative Clause Production
The role of visual salience on utterance form was investigated in a picture description study. Participants heard spoken questions about animate or inanimate entities in a picture and produced a relative clause in response. Visual properties of the scenes affected production choices such that less salient inanimate entities tended to yield longer initiation latencies and to be described with passive relative clauses more than visually salient ina…
The Words Children Hear
Young children learn language from the speech they hear. Previous work suggests that greater statistical diversity of words and of linguistic contexts is associated with better language outcomes. One potential source of lexical diversity is the text of picture books that caregivers read aloud to children. Many parents begin reading to their children shortly after birth, so this is potentially an important source of linguistic input for many child…
Differences in sentence complexity in the text of children’s picture books and child-directed speech
Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that…
Using known words to learn more words
Speaking, Writing and Communicating
An Online Survey of Picture Book Reading Practices with Children Between the Ages of 0 and 30 Months
There is a great deal of variability in how families read and interact with picture books. To understand why reading practices may (or may not) relate to language outcomes, a necessary step to understand what occurs in the home. The goal of this work is to better understand the frequency and nature of picture book reading at home with children between the ages of 0 and 30 months in the United States. In an online survey, 282 caregivers answered q…
Linguistics (6 works) · Psychology (6 works) · Computer Science (5 works) · Reading and Literacy Development (4 works) · Artificial Intelligence (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Developmental psychology (2 works) · Language development (2 works) · Language Development and Disorders (2 works)