According to research studies, how much of young children's learning of language and speech is incidental?

The assertion that approximately 90% of young children's learning of language and speech is incidental aligns with research in language acquisition. Incidental learning refers to the process where children acquire knowledge without direct instruction, primarily through exposure and interaction with their environment, rather than through formal teaching methods.

Young children are uniquely positioned to absorb language from their surroundings as they engage in everyday life activities. This natural learning occurs through listening to conversations, participating in play, and interacting with peers and adults, all of which provide a rich context for language development. The high percentage reflects the significant role of informal, everyday exposure in building vocabulary, understanding syntax, and mastering the nuances of language.

This degree of incidental learning emphasizes the importance of providing children with rich linguistic environments where they can encounter language in various contexts. Environments filled with conversations, stories, and diverse language input facilitate incidental learning and support the development of communication skills essential for future academic success.

The other options suggest lower percentages, which do not accurately capture the extent to which research demonstrates incidental learning's significance in early language development.