COVID-19 first lockdown as a unique window into language acquisition: Associations between caregiver-child activities and vocabulary gains

Natalia Kartushina, Nivedita Mani, A. Aktan-Erciyes, Kadeejah Alaslani, N.J. Aldrich, Alaa Almohammadi, Haifa Alroqi, L. Anderson, E. Andonova, Suzanne Aussems, M. Babineau, Mihaela Barokova, Christina Bergmann, Cara Cashon, S. Custode, A. de Carvalho, Nevena Dimitrova, A. Dynak, R. Farah, C. FennellA. Fievet, Michael C. Frank, M. Gavrilova, H. Gendler-Shalev, Shannon Gibson, K. Golway, Nayeli Gonzalez-Gomez, E. Haman, E.E. Hannon, Naomi Havron, J. Hay, C. Hendriks, Tzipi Horowitz-Kraus, M. Kalashnikova, Junko Kanero, Christina Keller, G. Krajewski, C. Laing, R.A. Lundwall, M. Luniewska, K. Mieszkowska, L. Munoz, K.M. Nave, N. Oleson, L. Perry, C.F. Rowland, D. Santos Oliveira, J.L. Shinskey, A. Veraksa, K. Vincent, M. Zivan, Julien Mayor

Research output: Contribution to journalArticlepeer-review

Original languageEnglish
Pages (from-to)1-36
JournalLanguage Development Research
Volume2
Issue number1
DOIs
Publication statusAccepted/In press - 27 Jan 2022

Keywords

  • COVID-19 pandemic
  • vocabulary development
  • book reading
  • passive screen exposure
  • multi-country

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