Literaturnachweis - Detailanzeige
Autor/inn/en | Fewell, Rebecca; Deutscher, Barbara |
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Titel | Contributions of Early Language and Maternal Facilitation Variables to Later Language and Reading Abilities |
Quelle | In: Journal of Early Intervention, 26 (2004) 2, S.132-145 (14 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1053-8151 |
Schlagwörter | Reading Ability; Intelligence Quotient; Child Language; Expressive Language; Mothers; Parent Child Relationship; Language Skills; Scores; Educational Attainment; Language Acquisition; United Kingdom (Reading) Reading competence; Lesekompetenz; Intelligenzquotient; 'Children''s language'; Kindersprache; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Language skill; Sprachkompetenz; Bildungsabschluss; Bildungsgut; Sprachaneignung; Spracherwerb |
Abstract | This study investigated the contributions of four variables (children's expressive language scores at 30 months of age, mother's facilitation of child language, mother's education, and group assignment) to the prediction of IQ at age 3, verbal IQ at ages 5 and 8, and reading at age 8 for 571 children of low-birthweight. Four separate multiple regression analyses found children's expressive language scores at 30 months of age accounted for the major portion of the variation in each of the models. Maternal facilitation of children's language and maternal education added significantly to the variation in each of the four models. Results suggest children's early language and mother's facilitation of children's language are important intervention considerations to enhance children's readiness for school. (Author). |
Anmerkungen | Division for Early Childhood, 27 Fort Missoula Road, Suite 2, Missoula, MT 59804. Tel: 406-543-0872; Fax: 406-543-0887. |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |