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Language development is an important milestone in early childhood that has implications for later achievement. Although a variety of contemporary models have been offered to describe the process of language acquisition, ecobehavioral models provide descriptive and actionable information on both the causal mechanisms of behavior change and development, as well as variables of influence (e.g., settings, environment, policies). Grounded within sociolinguistic theory and empirical literature, we propose and describe an ecobehavioral model of language development that assumes language is learned through the opportunities afforded by caregiver–child interactions. Functional variables of (a) caregiver knowledge, beliefs, and behavior, (b) environmental components and resource availability, and (c) policies and practices are further described as increasingly distal influences on the timing, frequency, and quality of these interactions. Implications and future directions are discussed.

This paper summarizes and comments on emerging, but important, developments in practice, policy, and research focused on population-level interventions to address disparities in language development among young American children. This examination draws parallels between the need for broad scale Word Gap interventions and existing public health approaches to prevention and early intervention across many dimensions of child well-being. The authors conducted a review of the literature showing both the limited evidence base and promising aspects that predict efficacious implementation in pediatric and public health systems. Based on the results of a literature search, as well as the authors’ experiences in reviewing and developing interventions designed for implementation at scale, we describe some of the important considerations and challenges associated with designing and implementing a population-level effort. After a summarizing the results of the formal literature review, we present case studies of 2 community-based interventions with an evidence base for addressing the word gap as well as 4 promising programs that suggest innovative and scalable ideas for broader implementation, dissemination and research exploration. Further, we highlight the ways in which these interventions, individually and collectively, are showing promise and evidence for implementation in pediatric and public health settings. Interventions include components of universal contact with populations of interest, early and continuous contact with individuals within these populations, coordinated and aligned messaging and intervention across multiple service sectors, and use of both stakeholder engagement in intervention design and trusted messengers in intervention delivery. We close by providing suggestions for population-level interventions aimed at the word gap, including: universal contact with populations of interest, early and continuous contact.

Early literacy individual growth and development indicators (EL-IGDIs) assess preschoolers' expressive vocabulary development and phonological awareness. This study investigated longitudinal change in EL-IGDIs using a large ( N = 7355), internet-based sample of 36- to 60-month-old United States preschoolers without identified risks for later achievement delays. There were three major findings. First, results identified sensitivity to longitudinal change for all three EL-IGDIs (i.e., Picture naming, Rhyming, and Alliteration). Second, results demonstrated age-related differences in growth rates between 3- and 4-year-olds, especially for Rhyming and Alliteration. Third, preliminary national norms were reported. Discussion highlights the need for research examining the sensitivity of EL-IGDIs for younger preschoolers.