Preschool Language Development among Children of Adolescent Mothers

Autor/inn/en	Oxford, Monica; Spieker, Susan
Titel	Preschool Language Development among Children of Adolescent Mothers
Quelle	In: Journal of Applied Developmental Psychology, 27 (2006) 2, S.165-182 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2005.12.013
Schlagwörter	Preschool Children; Language Acquisition; Early Parenthood; Longitudinal Studies; Risk; Verbal Ability; Mothers; Family Environment; Predictor Variables; Scores; Measures (Individuals) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Risiko; Mündliche Leistung; Mother; Mutter; Familienmilieu; Prädiktor; Messdaten
Abstract	This longitudinal study examined a comprehensive set of predictors of preschool language performance in a sample of children of adolescent mothers. Six domains of risk (low maternal verbal ability, intergenerational risk, contextual risk, relational risk, home environmental risk, and child characteristics) for poor preschool language development, measured throughout early childhood, were examined in a sample of 154 children born to adolescent mothers. Logistic regression revealed that having a poor language-learning home environment was associated with children's low language scores even after accounting for mothers' below-average verbal ability. More importantly, however, was the exploration of the "dual risk" hypothesis that evaluated the effects of combined risk factors. Being reared by a mother with low verbal ability amplified the risk of a poor quality home linguistic environment, whereas having a poor home linguistic environment did not adversely affect the language development of children with mothers of average verbal ability. Implications for intervention are discussed with regard to specificity of intervention efforts within sub-populations of risk identified in this paper. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10