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Understanding Socioeconomic Differences in Parents’ Speech to Children

Published on Jun 1, 2018in Child Development Perspectives
· DOI :10.1111/cdep.12271
Meredith L. Rowe27
Estimated H-index: 27
(Harvard University)
Abstract
  • References (37)
  • Citations (12)
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References37
Newest
#1Paul T. von Hippel (University of Texas at Austin)H-Index: 18
#2Caitlin Hamrock (University of Texas at Austin)H-Index: 2
A classic question in sociology is whether test-score gaps between advantaged and disadvantaged children originate inside or outside schools. One approach to this question is to ask: (1) How large are gaps when children enter school? (2) How much do gaps grow later on? (3) Do gaps grow faster during school or during summer? Confusingly, past research has given discrepant answers to these basic questions. We show that questions about gap growth are vulnerable to measurement artifacts. One artifac...
8 CitationsSource
Abstract Laboratory experiments have shown that parents who believe their child’s abilities are fixed engage with their child in unconstructive, performance-oriented ways. We show that children of parents with such “fixed mindsets” have lower reading skills, even after controlling for the child’s previous abilities and the parents’ socioeconomic status. In a large-scale randomized field trial (Nclassrooms = 72; Nchildren = 1,587) conducted by public authorities, parents receiving a reading inter...
10 CitationsSource
#1Erica A. Cartmill (UCLA: University of California, Los Angeles)H-Index: 10
Children from poor families typically know fewer words when they enter school than children from wealthy families do. This “word gap” persists over time and may significantly affect educational ach...
9 CitationsSource
#1Jessica F. Schwab (Princeton University)H-Index: 5
#2Casey Lew-Williams (Princeton University)H-Index: 14
Young children's language experiences and language outcomes are highly variable. Research in recent decades has focused on understanding the extent to which family socioeconomic status (SES) relates to parents’ language input to their children and, subsequently, children's language learning. Here, we first review research demonstrating differences in the quantity and quality of language that children hear across low-, mid-, and high-SES groups, but also—and perhaps more importantly—research show...
20 CitationsSource
#1Meredith L. Rowe (Harvard University)H-Index: 27
#2Nicole Denmark (UMD: University of Maryland, College Park)H-Index: 3
Last. Laura M. Stapleton (UMD: University of Maryland, College Park)H-Index: 24
view all 4 authors...
This study investigated the role of parenting knowledge of infant development in children's subsequent language and pre-literacy skills among White, Black and Latino families of varying socioeconomic status. Data come from 6,150 participants in the Early Childhood Longitudinal Study–Birth Cohort. Mothers' knowledge of infant development was measured when children were 9 months old, and child language and pre-literacy skills were measured during the fall of the preschool year prior to Kindergarte...
22 CitationsSource
#1Dana L. Suskind (U of C: University of Chicago)H-Index: 19
#2Kristin R. Leffel (U of C: University of Chicago)H-Index: 5
Last. Susan C. Levine (U of C: University of Chicago)H-Index: 49
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We designed a parent-directed home-visiting intervention targeting socioeconomic status (SES) disparities in children's early language environments. A randomized controlled trial was used to evaluate whether the intervention improved parents' knowledge of child language development and increased the amount and diversity of parent talk. Twenty-three mother–child dyads (12 experimental, 11 control, aged 1;5–3;0) participated in eight weekly hour-long home-visits. In the experimental group, but not...
55 CitationsSource
#1Katherine Muenks (UMD: University of Maryland, College Park)H-Index: 8
#2David B. Miele (BC: Boston College)H-Index: 12
Last. Meredith L. Rowe (UMD: University of Maryland, College Park)H-Index: 27
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Abstract The present studies examined whether parents' beliefs about the fixedness of ability predict their self-reported interactions with their children. Parents' fixedness beliefs were measured at two levels of specificity: their general beliefs about intelligence and their beliefs about their children's math and verbal abilities. Study 1, conducted with an online sample of 300 parents, showed that the more parents believed that abilities were fixed, the more likely they were to endorse contr...
11 CitationsSource
#1Kathy Hirsh-Pasek (TU: Temple University)H-Index: 59
#2Lauren B. Adamson (GSU: Georgia State University)H-Index: 37
Last. Katharine Suma (GSU: Georgia State University)H-Index: 3
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The disparity in the amount and quality of language that low-income children hear relative to their more-affluent peers is often referred to as the 30-million-word gap. Here, we expand the literature about this disparity by reporting the relative contributions of the quality of early parent-child communication and the quantity of language input in 60 low-income families. Including both successful and struggling language learners from the National Institute of Child Health and Human Development S...
179 CitationsSource
#1Jenessa L. Malin (UMD: University of Maryland, College Park)H-Index: 7
#2Natasha J. Cabrera (UMD: University of Maryland, College Park)H-Index: 33
Last. Meredith L. Rowe (UMD: University of Maryland, College Park)H-Index: 27
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Keywords: Parenting Toddlers Vocabulary Reading Low-income a b s t r a c t Using data from a diverse sample of low-income African American and Latino mothers, fathers, and their young children who participated in Early Head Start (n = 61), the current study explored the association between parents’ reading quality (i.e. metalingual talk) while reading with their 2-year-old children and their children’s receptive vocabulary skills at pre-kindergarten. It further examined whether children’s intere...
30 CitationsSource
#1Catherine S. Tamis-LeMonda (CUNY: City University of New York)H-Index: 57
#2Yana Kuchirko (CUNY: City University of New York)H-Index: 8
Last. Lulu Song (CUNY: City University of New York)H-Index: 11
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Parents’ responsiveness to infants’ exploratory and communicative behaviors predicts infant word learning during early periods of language development. We examine the processes that might explain why this association exists. We suggest that responsiveness supports infants’ growing pragmatic understanding that language is a tool that enables intentions to be socially shared. Additionally, several features of responsiveness—namely, its temporal contiguity, contingency, and multimodal and didactic ...
112 CitationsSource
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#1Cornelia Schulze (Leipzig University)H-Index: 3
#2Antje Endesfelder Quick (Leipzig University)H-Index: 2
Last. Moritz M. Daum (UZH: University of Zurich)H-Index: 20
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Abstract Indirect communication occurs when a speaker does not explicitly say what s/he means but rather only hints at it and the recipient has to make inferences to uncover the speaker’s actual intentions. Even though the majority of the world’s population is bi- or multilingual, the comprehension of indirect communication has so far mainly been tested in monolingual children. This is surprising given some recent evidence indicating advantages for bilingual children in various communicative com...
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#1Amy Hyoeun LeeH-Index: 2
#2Sierra KuzavaH-Index: 1
Last. Kristin BernardH-Index: 21
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Objective. To examine whether maternal sensitivity in non-distress contexts and nurturance to infants’ distress mediate the association between cumulative sociodemographic risk and children’s emerg...
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#1Kathryn M. Bigelow (KU: University of Kansas)H-Index: 13
#2Dale Walker (KU: University of Kansas)H-Index: 19
Last. Amy Turcotte (KU: University of Kansas)H-Index: 2
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Abstract The amount and quality of language-related interactions young children experience is related to their later development. The field has developed strategies to address this need, but in practice, parents rarely use them consistently or with high levels of fidelity. Given the need to modify such interventions so that they are used consistently and with fidelity, the purpose of this study was to evaluate whether text messaging used as an enhancement to the Promoting Communication Tools for...
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#1Amy E. Treat (OSU: Oklahoma State University–Stillwater)H-Index: 1
#2Amanda Sheffield Morris (OSU: Oklahoma State University–Stillwater)H-Index: 33
Last. Amy C. Williamson (OSU: Oklahoma State University–Stillwater)H-Index: 4
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This study investigated the associations between maternal depression when infants were 3 to 11 months old (M = 6 months), and positive parenting behaviors when children were between 12 and 22 months (M = 17 months) and the home language environment assessed when children were 18 to 28 months old (M = 23.5 months) in a sample of 29 low-income mother-child dyads. After controlling for maternal education, only teaching behaviors remained a moderate and significant predictor of adult word counts. Ob...
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#1Dale Walker (KU: University of Kansas)H-Index: 19
#2Samantha J. Sepulveda (KU: University of Kansas)H-Index: 1
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Abstract Children vary extensively in their language skills at school entry, and a substantial part of this variation is due to disparities in language exposure prior to school. Because these differences have continuing impact on academic, cognitive and social development, prevention and intervention programs have been developed to address deficits in early experience with language and prevent continuing difficulties. We report the findings from a systematic survey of research on non-parental in...
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L’article soutient que le debat sur le fosse linguistique s’enlise dans les zones d’ombre que presentent les approches ethnographiques et developpementales. Les impasses disciplinaires generees par ces zones d’ombre interdisent tout dialogue productif sur les economies morales de la parole et du savoir qui impregnent la vie des enfants. Tous les protagonistes de ce debat s’engagent avec ferveur pour la reduction des inegalites economiques. Ces chercheurs s’opposent cependant sur le sujet des inv...
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#1Meredith L. Rowe (Harvard University)H-Index: 27
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This paper provides an overview of the features of caregiver input that facilitate language learning across early childhood. We discuss three dimensions of input quality: interactive, linguistic, and conceptual. All three types of input features have been shown to predict children's language learning, though perhaps through somewhat different mechanisms. We argue that input best designed to promote language learning is interactionally supportive, linguistically adapted, and conceptually challeng...
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: We examined the functions of mothers' speech to infants during two tasks - book-sharing and bead-stringing - in low-income, ethnically diverse families. Mexican, Dominican, and African American mothers and their infants were video-recorded sharing wordless books and toy beads in the home when infants were aged 1;2 and 2;0. Mothers' utterances were classified into seven categories (labels/descriptions, emotion/state language, attention directives, action directives, prohibitions, questions, and...
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Purpose The process by which young children acquire language is an incredible feat subserved by neurobiological language circuitry. Although the foundations of brain structure and function are gene...
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