Concurrent Relations between Child-Directed Speech and Children's Language Skills in Low-Income Households

Autor/inn/en	Dore, Rebecca A.; Liu, Xingfeiyue; Chaparro-Moreno, Leydi Johana; Justice, Laura M.
Titel	Concurrent Relations between Child-Directed Speech and Children's Language Skills in Low-Income Households
Quelle	In: Journal of Early Childhood Research, 20 (2022) 4, S.479-494 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dore, Rebecca A.) ORCID (Chaparro-Moreno, Leydi Johana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X221098661
Schlagwörter	Parent Child Relationship; Interpersonal Communication; Language Skills; Preschool Children; Low Income Groups; Individual Characteristics; Receptive Language; Expressive Language; Correlation; Speech Communication + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kommunikation; Language skill; Sprachkompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Rezeptive Kommunikationsfähigkeit; Korrelation
Abstract	This study examined the dimensionality of caregivers' child-directed talk and the association of child directed talk and children's language skills at age of 3 years in a sample of 63 low-SES dyads in low-SES homes. Exploratory factor analysis identified that caregivers' child directed talk is characterized by two dimensions: quantity and complexity. The quantity factor consisted of utterances per minute, total number of words, and type-token ratio, whereas the complexity factor included mean length of utterance and the percentage of complex utterances. After controlling for covariates (e.g. child age, race, maternal education, and language used at home), CDT complexity was significantly related to children's receptive and expressive language skills, however, this association was not significant for CDT quantity. These results have important implications for intervention development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01