Causes and consequences of SES-related differences in parent-to-child speech.

By E. Hoff. 2003

235 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6cffcf0f234f8a65f1c06e83d7aacb5f246e0fc9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development (2012, background): “These results are important because they imply that differences in input reflect language knowledge in addition to language use (Hoff, 2003a).”
Individual differences in child English second language acquisition Comparing child-internal and child-external factors (2011, background): “Whether the quantity or quality aspects of the discourse style of highly-educated mothers is most important to its enhancing effects has been debated (e.g., Hoff, 2003).”
Context effects on young children’s language use: The influence of conversational setting and partner (2010, background): “Consistent with these mechanisms, Hoff (2003) found that in speaking to their mothers, 4-year-old children of college-educated mothers used richer vocabularies than did 4-year-olds with high school-educated mothers.”
Sources of Variability in Children’s Language Growth (2010, methodology): “Lower SES parents use fewer word types and tokens than higher SES parents, and these differences are predictive of child vocabulary (HoffGinsberg 1990; Hoff 2003a, 2003b).”
Lexical acquisition over time in minority first language children learning English as a second language (2008, background): “…and nonlanguage specific verbal interaction factors associated with SES, such as asking conversation-continuing questions, may be relatively more pivotal than exposure to a larger quantity of individual vocabulary items in the target language for language learning enhancement (but see Hoff, 2003a).”
Parent–child conversations during play (2012, background): “The lower a family’s socioeconomic status, the less language children are likely to hear and the more children are at risk for vocabulary deficits and low school performance (Bee, Van Egeren, Streissguth, Nyman, & Leckie, 1969; Burns, Griffin, & Snow, 1999; Hart & Risley, 1995; Hoff, 2002; Hoff, Lau”
A working memory, not bilingual advantage, in controlled attention (2010, background): “The relationship between SES and non-verbal and verbal development has been well documented (Cummins 2004; Hoff 2003; Walker et al. 1994) and this relationship varies according to the context in which the language is spoken.”
Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “Ample research has indicated that children from a lower SES exhibit a lower level of achievement on such literacy measures as phonological awareness, letter naming, word writing, word recognition, text writing, receptive vocabulary and grammar (e.g., Bowey, 1995; Duncan, 1991; Hammer & Weiss, 1999; ”
The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. (2003, background): “The time children spend in other contexts, such as book reading, and other properties of maternal vocabulary use, such as use of rare vocabulary, may also be relevant to vocabulary development (Hoff, 2003; Weizman & Snow, 2001).”
Differential effects of internal and external factors on the development of vocabulary, tense morphology and morpho-syntax in successive bilingual children (2011, background): “Another factor may be the low SES of the mothers in the sample, as it has been suggested that higher educated mothers talk more to their children and tend to use longer and more complex sentences (Hoff, 2003).”
How social contexts support and shape language development (2006, background): “Further indirect support for this hypothesis comes from the finding that maternal speech during book reading contains an especially high frequency of such explicit ostension (Hoff, 2003c) and book reading experience is associated with vocabulary development in young children (Payne et al.”
Talking to children matters: Early language experience strengthens processing and builds vocabulary (2013, background): “…language input account in part for later disparities among children in lexical and grammatical development, both within and between SES groups (Hart & Risley, 1995; Hoff, 2003b; Huttenlocher, Waterfall, Vasilyeva, Vevea, & Hedges, 2010; Pan, Rowe, Singer, & Snow, 2005; Rowe & Goldin-Meadow, 2009).”