김선옥, 공숙자, 조희숙 (2004). 음운처리과정이 4세와 5세 유아의 읽기에 미치는 영향. 한국심리학회지: 발달, 17, 37-56.

김연, 황혜정 (2008). 유아 기질 및 심리적 가정환경 변인과 유아의 문제행동과의 관계. 유아교육연구, 28, 23-49.

김현자, 조증열 (2001). 학령 전 아동에서 음운인식, 시지각 및 한글 읽기와의 관계. 한국심리학회지: 발달, 14, 15-28.

백경숙 (1996). 영유아의 종일제 모육시설 적응에 영향을 미치는 관련 변인 연구. 숙명여자대학교 대학원 박사학위 청구논문.

배소영 (2002). 유아용 어휘체크리스트. 한국영아발달연구센터.

신혜영, 김명순 (2008). 저소득 가정 부모의 문해발달 태도 및 가정 문해활동과 유아의 어휘력, 인쇄물 개념간의 관계. 한국 아동학회지, 29, 199-212.

이지연, 곽금주 (2008). 아동초기 사회경제적 지위와 가정환경이 언어발달에 미치는 영향. 한국심리학회지: 발달, 21, 151-165.

이지연, 이근영, 장유경 (2004). 어머니의 책읽기 상호작용 유형이 영아의 초기 어휘 발달에 미치는 영향. 한국심리학회지: 발달, 17, 131-146.

장유경 (2004). 한국 영아의 초기 어휘발달: 18개월～36개월. 한국심리학회지: 발달, 17, 91-105.

장유경, 이근영 (2006). 영아의 기질과 초기 어휘 습득의 관계. 한국아동학회지, 27, 263-276.

장유경, 이근영, 곽금주, 성현란 (2003). 어머니의 언어적 입력이 영아의 초기어휘발달에 미치는 영향. 한국심리학회지: 발달, 16, 227-241.

장유경, 이근영, 최유리, 이순묵 (2007). 18-24개월 영아의 기질과 어휘습득: 단기종단적 연구. 인간발달연구, 14, 23-42.

장유경, 이순묵, 최유리 (2007). 초기 어휘습득에서 성차와 어휘종류의 영향. 한국심리학회지: 일반, 27, 117-136.

장유경, 임현정, 곽금주 (2004). 언어적 입력의 품사가 영아의 초기 어휘발달에 미치는 영향. 한국심리학회지: 일반, 23, 105-120.

장유경, 최유리, 이근영 (2007). 24개월 영아의 어휘습득, 책읽기 활동과 청각기억 능력의 발달. 한국심리학회지, 발달, 20, 51-65.

장유경, 홍세희, 이근영 (2007). 어휘습득에서 어머니의 언어적 입력의 양과 상호작용의 영향: 다층모형의 적용. 한국아동학회지, 28, 109-126.

통계청 (2006). 도시가계 월평균 소득.

홍성인 (2001). 한국아동의 음운인식 발달. 연세대학교 대학원 석사학위논문.

Benasich, A. A., & Tallal, P. (2002). Infant discrimination of rapid auditory cues predicts later language impairment. Behavior and Brain Research, 136, 31-49.

Bloom, L., Beckwith, R., & Capatides, J. (1988). Developments in the expression of affect. Infant Behavior and Development, 11, 169-186.

Bornstein, M. H. (2002). Parenting infants. In M. H. Bornstein (Ed.), Handbook of Parenting (2nd eds.). Mahwah, NJ: Lawrence Earlbaum Associates.

Brody, G. F. (1968). Socioeconomic differences in stated maternal child-rearing practices and in observed maternal behavior. Journal of Marriage and the Family, 30, 656-660.

Brooks-Gunn, J., Duncan, G. J., & Britto, P. R. (1999). Are socioeconomic gradients for children similar to those for adults? Achievement and health of children in the United States. In D. P. Keating & C. Hertzman(Eds.), Developmental health and the wealth of nations: Social, biological, and educational dynamics(pp.94-124). New York: The Guilford Press.

Brophy, J. E. (1970). Mothers as teachers of their own preschool children: The influence of socioeconomic status and task structure on teaching specificity. Child Development, 41, 79-94.

Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.

Caselli, M. C., Casadio, P., & Bates, E. (2001) Lexical Development in English and Italian. In M. Tomasello & E. Bates (Eds.), Language Development: The Essential Readings. Oxford: Blackwell publishers.

Cherry, L., & Lewis, M. (1978). Differential socialization of girls and boys: Implications for sex differences in language development. In N. Waterson & C. Snow (Eds.), The development of communication(pp. 189-197). New York: Wiley.

Dixon, W., & Shore, C. (1997). Temperamental predictors of linguistic style during multiword acquisition. Infant Behavior and Development, 20, 99-103.

Dixon, W., & Smith, P. H. (2000). Links between early temperament and language acquisition. Merrill-Palmer Quarterly, 46, 417-440.

Dunn, J., Wooding, C., & Herman, J. (1977). Mothers’ speech to young children: Variation in context. Developmental Medicine and Child Neurology, 19, 629-638.

DeBaryshe, B. D. (1993). Joint picture-book reading correlates of early oral language skill. Journal of Child Language, 20, 455-461

Fenson, L., Dale, P., Reznick, S., Bates, E., Thal, D., Hartung, J., & Reilly, J. (1993). MacArthur Communicative Development Inventories: User’s Guide and Technical Manual. Singular Publishing Group, Inc.

Fernald, A., & Morikawa, H. (1993). Common themes and cultural variation in Japanese and American mothers’ speech to infants. Child Development, 64, 637-656.

Fisher, C., Hall, G., Rakowitz, & Gleitman, L. (1994). When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth. Lingua, 92, 333-375.

Frijters, J. C., Barron, R. W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on pre-readers’ oral vocabulary and early written language skill. Journal of Educational Psychology, 92, 466-477.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.

Hoff-Ginsberg, E. (1998). The relation of birth order and socioeconomic order and socioeconomic status to children’s language experience and language development. Applied Psycholinguistics, 19, 603-630.

Hoff, E., Laursen, B., & Tardiff, T. (2002). Socioeconomic status and parenting. In M. H. Bornstein (Ed.), Handbook of Parenting (2nd eds.). Mahwah, NJ: Lawrence Earlbaum Associates.

Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73, 418-433.

Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248.

Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337-374.

Jackson, N. E., Donaldson, G. W., & Cleland, L. N. (1988). The structure of precocious reading ability. Journal of Educational Psychology, 80, 234-243.

Koenigsknecht, R., & Friedman, P. (1976). Syntax development in boys and girls. Child Development, 47, 1109-1115.

Kuhl, P. K., Conboy, B. T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: implications for the ‘critical period’. Language Learning and Development, 1, 237-264.

Marchman, V. A., & Fernald, A. (2008) Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood. Developmental Science, 11, 9-16.

Morisset, C. E., Barnard, K. E., & Booth, C. L. (1995). Toddlers’ language development: Sex differences within social risk. Developmental Psychology, 31, 851-865.

Naigles, L. R., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before other verbs? Effects of input frequency and structure on children’s early verb use. Journal of Child Language, 25, 95–120.

Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38(1-2, Serial No. 149).

Ninio, A. (1983). Joint book reading as a multiple vocabulary acquisition device. Developmental Psychology, 19, 445-451.

O’Brien, I., Segalowitz, N., Collentine, J., & Freed, B. (2006). Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners. Applied Psycholoinguistics, 27, 377-402.

Owens, R. E. (1992). Language development: An introduction(2nd ed.). Columbus, OH: Charles E. Merrill.

Raviv, T., Kessenich, M., & Morrison, F. (2004). A mediational model of the association between socioeconomic status and three-yearold language abilities: the role of parenting factors. Early Childhood Research Quarterly, 19, 528-547.

Schachter, F. F., Shore, E., Hodapp, R., Chalfin, S., & Bundy, C. (1978). Do girls talk earlier?: Mean length of utterance in toddlers. Developmental Psychology, 14, 388-392.

Sénéchal, M., & LeFevre, J., Hudson, E. & Lawson, P. (1996). Knowledge of strorybook as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520-536.

Siegel, L. S., & Ryan, E. B. (1988). Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24, 28-37.

Sigel, I. E., McGillicuddy-De Lisi, A. A., & Johnson, J. E. (1980). Parental distancing, beliefs, and children’s representational competence within the family context. Princeton, NJ: Educational Testing Service.

Slomkowski, C. L., Nelson, K., Dunn, J., & Plomin, R. (1992). Temperament and language: Relations from toddlerhood to middle childhood. Developmental Psychology, 28, 1090-1095.

Ullman, M. T., Estabrooke, I. V., Steinhauer, K., Brovetto, C., Pancheva, R., Ozawa, K., Mordecai, K., Maki, P. (2002). Sex differences in the neurocognition of language. Brain and Language, 83, 141-143.

Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.

Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.

Wechsler, D. (1991). Manual, WISC-III: Wechsler Intelligence Scale for Children-Third Edition. San Antonio, TX: Psychological Corporation.

Whitehurst, G. J., Falco, F. L., & Lonigan, C. J., Fischel, J. E., Debaryshe, B. D., Valdez-Menchaca, M. C., & Caufield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24, 552-559.

Wooley, C. S., & Schwartzkroin, P. A. (1998). Hormonal effects on the brain. Epilepsia, 39, 2-8.