Explicit Word Learning in Preschoolers from Families with High or Low Maternal Education

Autor/inn/en	Kelley, Elizabeth Spencer; Bueno, Raina
Titel	Explicit Word Learning in Preschoolers from Families with High or Low Maternal Education
Quelle	In: Communication Disorders Quarterly, 43 (2022) 4, S.246-260 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelley, Elizabeth Spencer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/15257401211043757
Schlagwörter	Preschool Children; Vocabulary Development; Mothers; Parent Education; Socioeconomic Status; Language Acquisition + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Mother; Mutter; Parents education; Elternbildung; Elternschule; Socio-economic status; Sozioökonomischer Status; Sprachaneignung; Spracherwerb
Abstract	The purpose of the study was to examine word learning in preschool children from families who differed in socioeconomic status (SES). Preschool children (N = 58) were assigned to SES groups based on maternal education and completed a dynamic assessment of explicit word learning 2 times. At the first administration, no SES-group differences were observed. At the second administration, children from high-SES homes had significantly higher scores than children from low-SES homes on the production probe with a large effect size (d = 1.01). Descriptively, children in both groups responded more frequently at more difficult prompting levels at the second session, but children in the low-SES group had more incorrect responses than children in the high-SES group. Additional research using sensitive measures of word-learning proficiency is necessary to better understand the way in which SES and early language experiences are related to word learning in young children. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01