Furthermore, both language progress and an array of emergent-literacy skills can be predicted by the sheer amount of verbal interaction in the home during the first few years of life'a relationship that holds for children of all socioeconomic levels.
( Furthermore ( , ( ( ( ( both ( language progress ) ) and ) ( ( an array ) ( of ( emergent-literacy skills ) ) ) ) ( ( can ( be ( ( predicted ( by ( ( the ( sheer amount ) ) ( of ( ( verbal interaction ) ( in ( the home ) ) ) ) ) ) ) ( during ( ( ( the ( first ( few years ) ) ) ( of ( life'a relationship ) ) ) ( that ( holds ( for ( children ( of ( all ( socioeconomic levels ) ) ) ) ) ) ) ) ) ) ) ) . ) ) ) )
(ROOT (S (ADVP (RB Furthermore)) (, ,) (NP (NP (DT both) (NN language) (NN progress)) (CC and) (NP (NP (DT an) (NN array)) (PP (IN of) (NP (JJ emergent-literacy) (NNS skills))))) (VP (MD can) (VP (VB be) (VP (VBN predicted) (PP (IN by) (NP (NP (DT the) (JJ sheer) (NN amount)) (PP (IN of) (NP (NP (JJ verbal) (NN interaction)) (PP (IN in) (NP (DT the) (NN home))))))) (PP (IN during) (NP (NP (DT the) (JJ first) (JJ few) (NNS years)) (PP (IN of) (NP (NN life'a) (NN relationship))) (SBAR (WHNP (WDT that)) (S (VP (VBZ holds) (PP (IN for) (NP (NP (NNS children)) (PP (IN of) (NP (DT all) (JJ socioeconomic) (NNS levels))))))))))))) (. .)))
Language progress and literacy skills can not be predicted.
( ( Language ( progress ( and ( literacy skills ) ) ) ) ( ( ( can not ) ( be predicted ) ) . ) )
(ROOT (S (NP (JJ Language) (NN progress) (CC and) (NN literacy) (NNS skills)) (VP (MD can) (RB not) (VP (VB be) (VP (VBN predicted)))) (. .)))