Natural Language Input: Maternal Education, Socioeconomic Deprivation, and Language Outcomes in Typically Developing Children

Autor/inn/en	Sultana, Nuzhat; Wong, Lena L. N.; Purdy, Suzanne C.
Titel	Natural Language Input: Maternal Education, Socioeconomic Deprivation, and Language Outcomes in Typically Developing Children
Quelle	In: Language, Speech, and Hearing Services in Schools, 51 (2020) 4, S.1049-1070 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sultana, Nuzhat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Linguistic Input; Language Acquisition; Receptive Language; Expressive Language; Mothers; Educational Attainment; Parent Background; Family Characteristics; Socioeconomic Status; Disadvantaged; Preschool Children; Parent Child Relationship; Interaction; Correlation; Foreign Countries; New Zealand; Preschool Language Scale + Suchen Sie Ihr Suchwort? Sprachbildung; Sprachaneignung; Spracherwerb; Rezeptive Kommunikationsfähigkeit; Mother; Mutter; Bildungsabschluss; Bildungsgut; Elternhaus; Socio-economic status; Sozioökonomischer Status; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interaktion; Korrelation; Ausland; Neuseeland
Abstract	Purpose: The current study was designed to investigate the differences in language input related to family factors (maternal level of education [MLE] and socioeconomic level of deprivation [SLD]) and their association with language outcomes in preschoolers. Method: This study used New Zealand SLD and MLE classification systems to examine differences in language input related to these factors among 20 typically developing preschool children aged 2-5 years. The quantity of children's language input (adult words [AWs], conversational turns [CTs]) was calculated using the Language ENvironment Analysis audiotaping technology for two typical weekend days. Four 5-min Language ENvironment Analysis recording segments were transcribed and coded, and parental language strategies were classified as optimal language strategy, moderate language strategy, or sub-optimal language strategy (S-OLS) for child language outcomes. The receptive and expressive language of each child was assessed using the Preschool Language Scales--Fifth Edition. Results: Mann-Whitney "U" tests showed significant differences between the quantity of language input (AWs/hr, CTs/hr) for high and low MLE and high and low SLD groups. Consistent with the literature, the use of S-OLSs was significantly lower for families with high MLE ("Mdn" = 0.25, IQR = 0.14) and low SLD ("Mdn" = 0.22, IQR = 0.13) than for families with low MLE ("Mdn" = 0.41, IQR = 0.24) and high SLD ("Mdn" = 0.41, IQR = 0.26). Spearman correlation coefficients indicated significant associations between language input (AWs/hr, CTs/hr, S-OLSs) and language outcomes. Conclusions: Reduced language input and the frequent use of S-OLSs associated with low maternal education and high deprivation and low language outcomes for these children highlight the importance for all parents/families to learn optimal language strategies to support the development of strong language skills in their children in young age. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01