Another Look at the Influence of Maternal Education on Preschoolers' Performance on Two Norm-Referenced Measures

Autor/inn/en	Abel, Alyson D.; Schuele, C. Melanie; Arndt, Karen Barako; Lee, Marvin W.; Blankenship, Kathryn Guillot
Titel	Another Look at the Influence of Maternal Education on Preschoolers' Performance on Two Norm-Referenced Measures
Quelle	In: Communication Disorders Quarterly, 38 (2017) 4, S.231-241 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740116679886
Schlagwörter	Mothers; Parent Background; Educational Attainment; Preschool Children; Comparative Analysis; Low Income Groups; Verbal Ability; Intelligence Tests; Vocabulary; Statistical Analysis; Scores; Racial Differences; Socioeconomic Influences; African American Students; White Students; Preschool Education; Tennessee; Preschool Language Scale; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mündliche Leistung; Intelligence test; Intelligenztest; Wortschatz; Statistische Analyse; Rassenunterschied; Sozioökonomischer Faktor; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	The purpose of this study was (a) to describe the performance of preschool children from families with college-educated mothers on two norm-referenced measures, the Preschool Language Scale-4 (PLS-4) and Peabody Picture Vocabulary Tests-III (PPVT-III), and (b) to compare the findings with Qi and colleagues who reported PLS and PPVT scores for children from lower income families. The study involved a secondary analysis of previously collected PLS-4 and PPVT-III data. Participants included 146 typically developing preschoolers who attended preschools serving primarily children from college-educated mothers. Mean standard scores on both measures were at the upper end or exceeded one standard deviation above the normative mean with distributions that approximated normal. Means also greatly exceeded the lower socioeconomic status (SES) group means reported by Qi and colleagues. These results suggest that subsample norms, based on SES, yield multiple distinct but overlapping distributions. Thus, test developers should consider providing subsample norms in addition to traditional population-based norms. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01