Child-Directed Speech: Relation to Socioeconomic Status, Knowledge of Child Development and Child Vocabulary Skill

Autor/in	Rowe, Meredith L.
Titel	Child-Directed Speech: Relation to Socioeconomic Status, Knowledge of Child Development and Child Vocabulary Skill
Quelle	In: Journal of Child Language, 35 (2008) 1, S.185-205 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000907008343
Schlagwörter	Comprehension; Socioeconomic Status; Speech; Vocabulary Skills; Child Development; Language Acquisition; Videotape Recordings; Parent Child Relationship; Income; Educational Attainment; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Socio-economic status; Sozioökonomischer Status; Speaking; Sprechen; Aktiver Wortschatz; Kindesentwicklung; Sprachaneignung; Spracherwerb; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Einkommen; Bildungsabschluss; Bildungsgut; Communication; thought; Kommunikation; Gedanke
Abstract	This study sought to determine why American parents from different socioeconomic backgrounds communicate in different ways with their children. Forty-seven parent-child dyads were videotaped engaging in naturalistic interactions in the home for ninety minutes at child age 2 ; 6. Transcripts of these interactions provided measures of child-directed speech. Children's vocabulary comprehension skills were measured using the Peabody Picture Vocabulary Test at 2 ; 6 and one year later at 3 ; 6. Results indicate that: (1) child-directed speech with toddlers aged 2 ; 6 predicts child vocabulary skill one year later, controlling for earlier toddler vocabulary skill; (2) child-directed speech relates to socioeconomic status as measured by income and education; and (3) the relation between socioeconomic status and child-directed speech is mediated by parental knowledge of child development. Potential mechanisms through which parental knowledge influences communicative behavior are discussed. (Author).
Anmerkungen	Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10