{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/98129"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/98129","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Grammatical input differences remain six-months following toy talk instruction","abstract":"Parents’ use of lexical noun phrases (NP) in the subject position of declarative sentences is rare, occurring in less than 3% of parents’ child-directed utterances, but diversity in this input variable is a significant predictor of young children’s grammatical growth (Hadley et al., 2017). Hadley and colleagues demonstrated that brief instruction (~ 3½ hours) in responsive interaction strategies and two toy talk strategies – talk about the toys and give the items its name increased parents’ frequency and diversity of lexical NP subjects (e.g., The penguin is fast.) immediately post-instruction. This study examined whether parents who received toy talk instruction (n = 19) when their children were between 21 and 24 months of age maintained use of lexical NP subjects during play-based parent-child interactions six months later compared to parents in a control group (n = 19) who did not receive the instruction. Results indicated that the frequency and diversity of lexical NP subjects decreased from 24 to 30 months for treatment parents; however treatment parents continued to use significantly more lexical NP subjects than the control parents. Production of lexical NP subjects continued to remain low for the control group over time, documenting the need for instruction to alter this input variable. Future research should consider including periodic, ongoing instruction for parents to maintain use of toy talk strategies.","abstract_html":"Parents’ use of lexical noun phrases (NP) in the subject position of declarative sentences is rare, occurring in less than 3% of parents’ child-directed utterances, but diversity in this input variable is a significant predictor of young children’s grammatical growth (Hadley et al., 2017). Hadley and colleagues demonstrated that brief instruction (~ 3½ hours) in responsive interaction strategies and two toy talk strategies – talk about the toys and give the items its name increased parents’ frequency and diversity of lexical NP subjects (e.g., The penguin is fast.) immediately post-instruction. This study examined whether parents who received toy talk instruction (n = 19) when their children were between 21 and 24 months of age maintained use of lexical NP subjects during play-based parent-child interactions six months later compared to parents in a control group (n = 19) who did not receive the instruction. Results indicated that the frequency and diversity of lexical NP subjects decreased from 24 to 30 months for treatment parents; however treatment parents continued to use significantly more lexical NP subjects than the control parents. Production of lexical NP subjects continued to remain low for the control group over time, documenting the need for instruction to alter this input variable. Future research should consider including periodic, ongoing instruction for parents to maintain use of toy talk strategies.","abstract_has_math":false,"creators":["McFarlane-Blake, Zora"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Speech & Hearing Science","degree_department":null,"school":null,"contributors":["Hadley, Pamela A.","Rispoli, Matthew","Channell, Marie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-09-29T16:38:01Z","date_published":"2017-09-29T16:38:01Z","updated_at":"2026-07-22T22:24:35Z","subjects":["Parent input","Language intervention","Grammar","Language development","Speech-language pathology"],"languages":["en"],"rights":["Copyright 2017 Zora McFarlane-Blake"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/98129","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hadley, Pamela A.","Rispoli, Matthew","Channell, Marie"]},{"key":"dc:creator","label":"Author","values":["McFarlane-Blake, Zora"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-09-29T16:38:01Z","2017-07-03","2017-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech & Hearing Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Parent input","Language intervention","Grammar","Language development","Speech-language pathology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Zora McFarlane-Blake"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/98129"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Parents’ use of lexical noun phrases (NP) in the subject position of declarative sentences is rare, occurring in less than 3% of parents’ child-directed utterances, but diversity in this input variable is a significant predictor of young children’s grammatical growth (Hadley et al., 2017). Hadley and colleagues demonstrated that brief instruction (~ 3½ hours) in responsive interaction strategies and two toy talk strategies – talk about the toys and give the items its name increased parents’ frequency and diversity of lexical NP subjects (e.g., The penguin is fast.) immediately post-instruction. This study examined whether parents who received toy talk instruction (n = 19) when their children were between 21 and 24 months of age maintained use of lexical NP subjects during play-based parent-child interactions six months later compared to parents in a control group (n = 19) who did not receive the instruction. Results indicated that the frequency and diversity of lexical NP subjects decreased from 24 to 30 months for treatment parents; however treatment parents continued to use significantly more lexical NP subjects than the control parents. Production of lexical NP subjects continued to remain low for the control group over time, documenting the need for instruction to alter this input variable. Future research should consider including periodic, ongoing instruction for parents to maintain use of toy talk strategies.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-09-29 without embargo terms","The student, Zora McFarlane-Blake, accepted the attached license on 2017-07-03 at 08:00.","The student, Zora McFarlane-Blake, submitted this Thesis for approval on 2017-07-03 at 08:25.","This Thesis was approved for publication on 2017-07-03 at 15:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #11254 on 2017-09-29 at 11:27:09","Made available in DSpace on 2017-09-29T16:38:01Z (GMT). No. of bitstreams: 2 MCFARLANE-BLAKE-THESIS-2017.pdf: 1071240 bytes, checksum: 7e415b9b678560432aa1b91772118695 (MD5) LICENSE.txt: 4217 bytes, checksum: 47cbbe5d8a9d6cfd3223e4827a355b85 (MD5) Previous issue date: 2017-07-03"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Grammatical input differences remain six-months following toy talk instruction"]}]}],"canonical_facts":{"dc:contributor":["Hadley, Pamela A.","Rispoli, Matthew","Channell, Marie"],"dc:creator":["McFarlane-Blake, Zora"],"dc:date":["2017-09-29T16:38:01Z","2017-07-03","2017-08"],"dc:description":["Parents’ use of lexical noun phrases (NP) in the subject position of declarative sentences is rare, occurring in less than 3% of parents’ child-directed utterances, but diversity in this input variable is a significant predictor of young children’s grammatical growth (Hadley et al., 2017). Hadley and colleagues demonstrated that brief instruction (~ 3½ hours) in responsive interaction strategies and two toy talk strategies – talk about the toys and give the items its name increased parents’ frequency and diversity of lexical NP subjects (e.g., The penguin is fast.) immediately post-instruction. This study examined whether parents who received toy talk instruction (n = 19) when their children were between 21 and 24 months of age maintained use of lexical NP subjects during play-based parent-child interactions six months later compared to parents in a control group (n = 19) who did not receive the instruction. Results indicated that the frequency and diversity of lexical NP subjects decreased from 24 to 30 months for treatment parents; however treatment parents continued to use significantly more lexical NP subjects than the control parents. Production of lexical NP subjects continued to remain low for the control group over time, documenting the need for instruction to alter this input variable. Future research should consider including periodic, ongoing instruction for parents to maintain use of toy talk strategies.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2017-09-29 without embargo terms","The student, Zora McFarlane-Blake, accepted the attached license on 2017-07-03 at 08:00.","The student, Zora McFarlane-Blake, submitted this Thesis for approval on 2017-07-03 at 08:25.","This Thesis was approved for publication on 2017-07-03 at 15:29.","DSpace SAF Submission Ingestion Package generated from Vireo submission #11254 on 2017-09-29 at 11:27:09","Made available in DSpace on 2017-09-29T16:38:01Z (GMT). No. of bitstreams: 2 MCFARLANE-BLAKE-THESIS-2017.pdf: 1071240 bytes, checksum: 7e415b9b678560432aa1b91772118695 (MD5) LICENSE.txt: 4217 bytes, checksum: 47cbbe5d8a9d6cfd3223e4827a355b85 (MD5) Previous issue date: 2017-07-03"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/98129"],"dc:language":["en"],"dc:rights":["Copyright 2017 Zora McFarlane-Blake"],"dc:subject":["Parent input","Language intervention","Grammar","Language development","Speech-language pathology"],"dc:title":["Grammatical input differences remain six-months following toy talk instruction"],"dc:type":["text"],"thesis:degree_discipline":["Speech & Hearing Science"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:35Z"}