Natural Language Input: Maternal Education, Socioeconomic Deprivation, and Language Outcomes in Typically Developing Children

Nuzhat Sultana · Lena L. N. Wong · Suzanne Carolyn Purdy

34 citations0/0 files storedLanguage Speech and Hearing Services in Schools

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Language Development and Disorders Reading and Literacy Development Hearing Impairment and Communication

Abstract

Purpose The current study was designed to investigate the differences in language input related to family factors (maternal level of education [MLE] and socioeconomic level of deprivation [SLD]) and their association with language outcomes in preschoolers. Method This study used New Zealand SLD and MLE classification systems to examine differences in language input related to these factors among 20 typically developing preschool children aged 2–5 years. The quantity of children's language input (adult words [AWs], conversational turns [CTs]) was calculated using the Language ENvironment Analysis audiotaping technology for two typical weekend days. Four 5-min Language ENvironment Analysis recording segments were transcribed and coded, and parental language strategies were classified as optimal language strategy, moderate language strategy, or sub-optimal language strategy (S-OLS) for child language outcomes. The receptive and expressive language of each child was assessed using the Preschool Language Scales–Fifth Edition. Results Mann–WhitneyUtests showed significant differences between the quantity of language input (AWs/hr, CTs/hr) for high and low MLE and high and low SLD groups. Consistent with the literature, the use of S-OLSs was significantly lower for families with high MLE (Mdn= .25, IQR = .14) and low SLD (Mdn= .22, IQR = .13) than for families with low MLE (Mdn= .41, IQR = .24) and high SLD (Mdn= .41, IQR = .26). Spearman correlation coefficients indicated significant associations between language input (AWs/hr, CTs/hr, S-OLSs) and language outcomes. Conclusions Reduced language input and the frequent use of S-OLSs associated with low maternal education and high deprivation and low language outcomes for these children highlight the importance for all parents/families to learn optimal language strategies to support the development of strong language skills in their children in young age.

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References

1983Ways with Words 1996Meaningful differences in the everyday experience of young American children 1998Social Cognition, Joint Attention, and Communicative Competence from 9 to 15 Months of Age 2003The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech 1991Early vocabulary growth: Relation to language input and gender.1979Talking to children: language input and acquisition. Edited by Catherine E. Snow and Charles A. Ferguson. Cambridge: University Press, 1977. Pp. x, 369. $16.95.1982What no bedtime story means: Narrative skills at home and school 2013Talking to Children Matters

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