Maternal Linguistic Input and Child Language in a Cohort at Risk of Experiencing Social Adversity
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| Title: | Maternal Linguistic Input and Child Language in a Cohort at Risk of Experiencing Social Adversity |
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| Language: | English |
| Authors: | Smith, Jodie (ORCID |
| Source: | Language Learning and Development. 2021 17(3):254-271. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Mothers, Parent Child Relationship, Linguistic Input, Intervention, At Risk Persons, Disadvantaged, Child Development, Play, Video Technology, Imitation, Home Visits, Expressive Language, Vocabulary Development, Scores, Receptive Language, Measures (Individuals), Foreign Countries |
| Geographic Terms: | Australia |
| DOI: | 10.1080/15475441.2021.1875831 |
| ISSN: | 1547-5441 |
| Abstract: | Specific features of adult linguistic input may play a larger, or smaller role, at different child ages, across different language outcomes, in different cohorts. This prospective, longitudinal study explored associations between the quantity and quality (i.e. diversity and responsiveness) of maternal linguistic input and child language. This study was derived from an Australian population-based intervention trial. Participants were mother-child dyads at risk of experiencing social adversity (n = 136). Home visits were conducted at 24 and 36 months. At the 24-month visit, mother-child free-play videos were collected. Seven aspects of maternal linguistic input were measured from videos: imitations, expansions, wh-questions, labels, word types, word tokens and mean length of utterance (MLU). Child language was assessed using a standardized measure at 36 months. Maternal MLU and imitations were associated with overall language and expressive vocabulary scores; wh-questions were associated with receptive language scores. By exploring quantity "and" quality, we can appreciate the differential contribution of adult linguistic input to early language abilities in different groups of children. Our findings highlight how imitations of early words/sounds and asking children wh-questions may foster expressive and receptive language development. These findings may be helpful to consider when selecting strategies for use in parent-implemented language promotion activities. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1297217 |
| Database: | ERIC |
| Abstract: | Specific features of adult linguistic input may play a larger, or smaller role, at different child ages, across different language outcomes, in different cohorts. This prospective, longitudinal study explored associations between the quantity and quality (i.e. diversity and responsiveness) of maternal linguistic input and child language. This study was derived from an Australian population-based intervention trial. Participants were mother-child dyads at risk of experiencing social adversity (n = 136). Home visits were conducted at 24 and 36 months. At the 24-month visit, mother-child free-play videos were collected. Seven aspects of maternal linguistic input were measured from videos: imitations, expansions, wh-questions, labels, word types, word tokens and mean length of utterance (MLU). Child language was assessed using a standardized measure at 36 months. Maternal MLU and imitations were associated with overall language and expressive vocabulary scores; wh-questions were associated with receptive language scores. By exploring quantity "and" quality, we can appreciate the differential contribution of adult linguistic input to early language abilities in different groups of children. Our findings highlight how imitations of early words/sounds and asking children wh-questions may foster expressive and receptive language development. These findings may be helpful to consider when selecting strategies for use in parent-implemented language promotion activities. |
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| ISSN: | 1547-5441 |
| DOI: | 10.1080/15475441.2021.1875831 |
