{"id":2371,"date":"2017-07-19T12:35:48","date_gmt":"2017-07-19T02:35:48","guid":{"rendered":"https:\/\/blogs.rch.org.au\/ccch\/?p=2371"},"modified":"2018-12-18T14:02:16","modified_gmt":"2018-12-18T03:02:16","slug":"reading-talking-boosts-childrens-vocabulary","status":"publish","type":"post","link":"https:\/\/blogs.rch.org.au\/ccch\/2017\/07\/19\/reading-talking-boosts-childrens-vocabulary\/","title":{"rendered":"Reading, talking boosts children’s vocabulary"},"content":{"rendered":"

Professor Sharon Goldfeld has urged parents to read and talk with their children from an early age<\/a>, while their brains are developing, to boost their language and literacy skills.<\/p>\n

“When children’s brains are developing, that’s the time we can really make a difference”, Professor Goldfeld said.<\/p>\n

\u201cIf you\u2019re reading to your child, even if you\u2019re just looking at the pictures and having a discussion with them about the story you\u2019re helping their vocabulary.<\/p>\n

Professor Goldfeld’s comments follow the release of a new Policy Brief<\/a> from the Centre of Research Excellence in Child Language exploring the evidence around developmental language disorders in children.<\/p>\n

Around five to eight per cent of children have a Developmental Language Disorder (DLD), a condition where a child has difficulties understanding and\/or producing language and these difficulties impact on their everyday life.<\/p>\n

Early language problems are shown to be associated with externalising (e.g. physical aggression) and internalising (e.g. anxiety) mental health problems.<\/p>\n

Researchers have called for DLDs to be considered a public health problem.<\/p>\n

More information<\/strong><\/p>\n