A podcast about child development, birth-to-five, where we explore what really matters, and what it really means to be kindergarten ready.
It's a podcast devoted to understanding and nurturing child development, as guided by developmental science, theory, and research.
Hosted by Dr. Gene Ouellette, Director of the Language, Literacy, Learning Lab at Mount Allison University, Professor of (developmental and educational) psychology, Associate Editor of the Journal of Experimental Child Psychology, researcher, author, former Speech Language Pathologist....... (and father, husband, soccer coach, and lover of weinerdogs too!).
www.kindergartenreadywhatreallymatters.com
email: languageliteracylearninglab@gmail.com
Hosted on Acast. See acast.com/privacy for more information.
A podcast about child development, birth-to-five, where we explore what really matters, and what it really means to be kindergarten ready.
It's a podcast devoted to understanding and nurturing child development, as guided by developmental science, theory, and research.
Hosted by Dr. Gene Ouellette, Director of the Language, Literacy, Learning Lab at Mount Allison University, Professor of (developmental and educational) psychology, Associate Editor of the Journal of Experimental Child Psychology, researcher, author, former Speech Language Pathologist....... (and father, husband, soccer coach, and lover of weinerdogs too!).
www.kindergartenreadywhatreallymatters.com
email: languageliteracylearninglab@gmail.com
Hosted on Acast. See acast.com/privacy for more information.
In this first full-length episode, let's talk about language development, vocabulary, and everyday opportunities to promote learning.
I could have called this episode 'how GarageBand ruined my week'...after days of struggling to figure out why dragging edited segments within a track was causing prior segments to change, and battling to deal with variations in recording quality, I concede defeat...but vow to improve the quality for the next episode- actually already figured out a big part of the problem! Maybe don't use your best headphones to listen to this one. Just sayin.
And a few references if you are interested...
Bleses, D., Makransky, G., Dale, P.S., Højen. A., & Ari, B.A. (2016). Early productive vocabulary predicts academic achievement 10 years later. Applied Psycholinguistics, 37, 1461-1476.
Hart,B., & Risley, T.R. (1995). Meaningful differences in the lives of children. Baltimore, MD: Brookes.
Hindman, A.H., Wasik, B.A., Snell, E.K. (2016). Closing the 30 million word gap: Next steps in designing research to inform practice. Child Development Perspectives, 10, 134-139.
Jones A., Atkinson, J., Marshall, C., Botting, N., St Clair, M.C., & Morgan, G. (2020). Expressive vocabulary predicts nonverbal executive function: A 2‐year longitudinal study of deaf and hearing children. Child Development, 91, e400-e414.
Ouellette, G., & Shaw, E. (2015). Oral vocabulary and reading comprehension: An intricate affair. L'Année Psychologique/Topics in Cognitive Psychology, 114, 623-645.
Ouellette, G., & Haley, A. (2013). One complicated extended family: The influence of alphabetic knowledge and vocabulary on phonemic awareness. Journal of Research in Reading, 36, 29-41.
Ouellette, G., & Beers, A. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23, 189-208.
Ouellette, G. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. The Journal of Educational Psychology, 98, 554-566.
www.kindergartenreadywhatreallymatters.com .
email: languageliteracylearninglab@gmail.com
Hosted on Acast. See acast.com/privacy for more information.
