Adriana Weisleder
Dados Biográficos
| ID | 6528613 |
|---|---|
| NOME | Adriana Weisleder |
| PRENOMES | Adriana |
| SOBRENOME | Weisleder |
| ASSINATURA | WEISLEDER A |
| AFILIAÇÕES | Northwestern University |
| ORCID | 0000-0001-6094-8424 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Leamos Juntos! Bilingual books support Latine parents’ Spanish language use during book-sharing interactions
Book-sharing interactions expose children to diverse language input, yet most research on parent–child book-sharing has focused on monolingual parents reading monolingual books. This study investigated how Latine bilingual parents in the U.S. share different types of books with their children. Twenty-four Latine parents and their three- to five-year-old children shared a monolingual English-only book and a bilingual English-Spanish book. Parents …
Bilingual Language Input to Infants in Bolivia and the United States
Characterizing dual language input in children's environments is critical to understand how early language experiences influence bilingual language development. However, little is known about how dual language exposure is distributed across factors known to influence the kinds of input children receive. This study examined how infants' exposure to each of their languages is distributed across different speakers (adults vs. other children) and spe…
Hispanic Parents’ Beliefs and Practices During Shared Reading in English and Spanish
Research Findings: Shared book reading is important for children's early literacy development. Although there is an increasing number of dual language learners, few studies have examined families' shared book reading practices in their two languages. The current study examined Hispanic parents' beliefs and practices during shared reading in English and Spanish, and explored how their reading practices differ as a function of language and parental…
Supporting Multilingualism in Immigrant Children
Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with…
Using Parent Report to Measure Vocabulary in Young Bilingual Children
A large number of children are exposed to more than one language. One well‐established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 20…
Specificity of phonological representations in U.S. English‐speaking late talkers and typical talkers
Late talkers are a heterogeneous group of children who experience delayed language development in the absence of other known causes. Late talkers show delays in expressive phonological development, but less is known about their receptive phonological development. In the current study, U.S. monolingual English‐speaking typical talkers (TTs) ( n = 23, mean age = 26.27 months, 57% male; 78.3% White) and late talkers ( n = 22, mean age = 24.57 months…
Accuracy of the Language Environment Analyses (Lena TM ) system for estimating child and adult speech in laboratory settings
Laboratory observations are a mainstay of language development research, but transcription is costly. We test whether speech recognition technology originally designed for day-long contexts can be usefully applied to this use-case. We compared automated adult word and child vocalization counts from Language Environment Analysis (LENA TM ) to those of transcribers in 20-minute play sessions with Spanish-speaking dyads ( n = 104) at 1;7 and 2;2. Fo…
Longform recordings of everyday life
RCT of a reading aloud intervention in Brazil
Encouraging parent–child book sharing
Twenty Years after “Meaningful Differences,” It's Time to Reframe the “Deficit” Debate about the Importance of Children's Early Language Experience
Fifty years of research have documented a sobering reality: There are substantial differences among parents in how they engage and communicate with their children, and these differences impact the development of a child's language and cognitive skills.Studies initiated during the War on Poverty first explored how parents' verbal engagement with young children varied among families differing in education and income, or socioeconomic status (SES) […
SES differences in language processing skill and vocabulary are evident at 18 months
This research revealed both similarities and striking differences in early language proficiency among infants from a broad range of advantaged and disadvantaged families. English‐learning infants ( n = 48) were followed longitudinally from 18 to 24 months, using real‐time measures of spoken language processing. The first goal was to track developmental changes in processing efficiency in relation to vocabulary learning in this diverse sample. The…
Talking to Children Matters
Infants differ substantially in their rates of language growth, and slow growth predicts later academic difficulties. In this study, we explored how the amount of speech directed to infants in Spanish-speaking families low in socioeconomic status influenced the development of children’s skill in real-time language processing and vocabulary learning. All-day recordings of parent-infant interactions at home revealed striking variability among famil…
What's in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English
Recent analyses have revealed that child-directed speech contains distributional regularities that could, in principle, support young children's discovery of distinct grammatical categories (noun, verb, adjective). In particular, a distributional unit known as the frequent frame appears to be especially informative (Mintz, 2003). However, analyses have focused almost exclusively on the distributional information available in English. Because lang…
What's in the input? Frequent frames in child-directed speech offer distributional cues to grammatical categories in Spanish and English
Recent analyses have revealed that child-directed speech contains distributional regularities that could, in principle, support young children's discovery of distinct grammatical categories (noun, verb, adjective). In particular, a distributional unit known as the frequent frame appears to be especially informative (Mintz, 2003). However, analyses have focused almost exclusively on the distributional information available in English. Because lang…
SES differences in language processing skill and vocabulary are evident at 18 months
This research revealed both similarities and striking differences in early language proficiency among infants from a broad range of advantaged and disadvantaged families. English‐learning infants ( n = 48) were followed longitudinally from 18 to 24 months, using real‐time measures of spoken language processing. The first goal was to track developmental changes in processing efficiency in relation to vocabulary learning in this diverse sample. The…
Talking to Children Matters
Infants differ substantially in their rates of language growth, and slow growth predicts later academic difficulties. In this study, we explored how the amount of speech directed to infants in Spanish-speaking families low in socioeconomic status influenced the development of children’s skill in real-time language processing and vocabulary learning. All-day recordings of parent-infant interactions at home revealed striking variability among famil…
Twenty Years after “Meaningful Differences,” It's Time to Reframe the “Deficit” Debate about the Importance of Children's Early Language Experience
Fifty years of research have documented a sobering reality: There are substantial differences among parents in how they engage and communicate with their children, and these differences impact the development of a child's language and cognitive skills.Studies initiated during the War on Poverty first explored how parents' verbal engagement with young children varied among families differing in education and income, or socioeconomic status (SES) […
Encouraging parent–child book sharing
Longform recordings of everyday life
RCT of a reading aloud intervention in Brazil
Accuracy of the Language Environment Analyses (Lena TM ) system for estimating child and adult speech in laboratory settings
Laboratory observations are a mainstay of language development research, but transcription is costly. We test whether speech recognition technology originally designed for day-long contexts can be usefully applied to this use-case. We compared automated adult word and child vocalization counts from Language Environment Analysis (LENA TM ) to those of transcribers in 20-minute play sessions with Spanish-speaking dyads ( n = 104) at 1;7 and 2;2. Fo…
Specificity of phonological representations in U.S. English‐speaking late talkers and typical talkers
Late talkers are a heterogeneous group of children who experience delayed language development in the absence of other known causes. Late talkers show delays in expressive phonological development, but less is known about their receptive phonological development. In the current study, U.S. monolingual English‐speaking typical talkers (TTs) ( n = 23, mean age = 26.27 months, 57% male; 78.3% White) and late talkers ( n = 22, mean age = 24.57 months…
Supporting Multilingualism in Immigrant Children
Immigrant children are a growing and demographically important segment of the world's population. One key aspect of immigrant children's experience is navigating multiple languages, creating both opportunities, and challenges. However, the literature on bilingualism rarely centers the experiences of immigrant children. Focusing on immigrant children in the United States, this article brings together cognitive science research on bilingualism with…
Using Parent Report to Measure Vocabulary in Young Bilingual Children
A large number of children are exposed to more than one language. One well‐established method of assessing early vocabulary development in monolingual children is parent report; however, its use in bilingual/multilingual contexts is less established and brings unique challenges. In this methodological scoping review, we reviewed studies of early vocabulary development using parent report with bilingual/multilingual children (January 1980–March 20…
Bilingual Language Input to Infants in Bolivia and the United States
Characterizing dual language input in children's environments is critical to understand how early language experiences influence bilingual language development. However, little is known about how dual language exposure is distributed across factors known to influence the kinds of input children receive. This study examined how infants' exposure to each of their languages is distributed across different speakers (adults vs. other children) and spe…
Hispanic Parents’ Beliefs and Practices During Shared Reading in English and Spanish
Research Findings: Shared book reading is important for children's early literacy development. Although there is an increasing number of dual language learners, few studies have examined families' shared book reading practices in their two languages. The current study examined Hispanic parents' beliefs and practices during shared reading in English and Spanish, and explored how their reading practices differ as a function of language and parental…
Leamos Juntos! Bilingual books support Latine parents’ Spanish language use during book-sharing interactions
Book-sharing interactions expose children to diverse language input, yet most research on parent–child book-sharing has focused on monolingual parents reading monolingual books. This study investigated how Latine bilingual parents in the U.S. share different types of books with their children. Twenty-four Latine parents and their three- to five-year-old children shared a monolingual English-only book and a bilingual English-Spanish book. Parents …
Psychology (14 obras) · Developmental psychology (10 obras) · Language Development and Disorders (10 obras) · Reading and Literacy Development (10 obras) · Linguistics (9 obras) · Language development (5 obras) · Pedagogy (5 obras) · Early Childhood Education and Development (4 obras) · Language acquisition (4 obras) · Medicine (4 obras)