Continuous developmental changes in word recognition and language learning across early childhood.

Abstract

Being a fluent language user involves recognizing words as they unfold in time. How does this skill develop over the course of early childhood? And how does facility in word recognition relate to the growth of vocabulary knowledge? We address these questions using data from Peekbank, an open database of experiments measuring children's eye movements during early word recognition. In an observational study of 26 datasets from over 2500 children ages 6 months to 6 years, we show that word recognition becomes faster, more accurate, and less variable across development, consistent with a process of skill learning. Factor analysis reveals covariation of word recognition speed and accuracy with children's vocabulary size in cross-sectional analysis. Further, across a range of longitudinal models, speed, accuracy, and vocabulary were coupled. Children with overall faster word recognition tended to show faster vocabulary growth, though developmental growth in word recognition skill was not specifically associated with growth in vocabulary. Together, these findings support the view that word recognition is a skill that develops gradually across early childhood and that this skill is deeply intertwined with early language learning.