Maternal correlates of growth in toddler vocabulary production in low-income families.

By B. Pan, Meredith Rowe, J. Singer, Catherine E. Snow. Child Development, 2005

747 citations recorded by the source corpus.

This study investigated predictors of growth in toddlers' vocabulary production between the ages of 1 and 3 years by analyzing mother-child communication in 108 low-income families. Individual growth modeling was used to describe patterns of growth in children's observed vocabulary production and predictors of initial status and between-person change. Results indicate large variation in growth across children. Observed variation was positively related to diversity of maternal lexical input and maternal language and literacy skills, and negatively related to maternal depression. Maternal talkativeness was not related to growth in children's vocabulary production in this sample. Implications of the examination of longitudinal data from this relatively large sample of low-income families are discussed.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6dc120fbd7120d6adc8f906a92f679c6a13dfcab

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Citations in the corpus

Explaining After by Before: Basic Aspects of a Dynamic Systems Approach to the Study of Development. (2005, methodology): “Stating, as in the Pan et al. (2005) study, that the childÕs vocabulary growth is a function of the diversity of the motherÕs input (number of word types used) is more or less equivalent to stating that the child will probably acquire the words used by the mother and thus, the more words the mother…”
Talking to children matters: Early language experience strengthens processing and builds vocabulary (2013, background): “This result replicates findings from other studies linking caregiver speech and vocabulary development in low-SES children (Hurtado et al., 2008; Pan et al., 2005), but our study went beyond earlier research by using all-day recordings of daily interactions in the home to sample children’s early lan”
Telling Stories and Making Books: Evidence for an Intervention to Help Parents in Migrant Head Start Families Support Their Children's Language and Literacy (2010, background): “In addition, because the preschool years are a time of language growth that is often not linear ( Huttenlocher et al, 1991 ; Pan, Rowe, Singer, & Snow, 2005 ) and that is more dramatic at some ages than others, the age of the child at pretest was included as a covariate in the models that focused o”
Home‐based Parental Involvement in Young Children’s Education: Examining the effects of maternal education across U.S. ethnic groups (2007, background): “Second, more educated women benefit from increased knowledge as well as from more highly developed cognitive skills such as problem‐solving and language skills, which they apply in their parenting practices (Englund, Luckner, Whaley, & Egeland, 2004 ; Hoff, 2003 ; Pan, Rowe, Singer, & Snow, 2005 ”
Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps (2012, positive): “It is important also to note that neither low- nor high-SES children are monolithic in their language skill, that substantial individual differences exist within both populations, and that the distributions of skills among lower and higher SES children overlap (Hoff, 2003; Pan et al., 2005).”
Home and community factors influencing bilingual children’s ethnic language vocabulary development (2012, background): “For example, Pan et al. (2005) found home language differences among low-income monolingual English families; these differences in mothers’ language use and strategies resulted in a large variation in vocabulary growth across children.”
How social contexts support and shape language development (2006, result): “Both studies reported large variation within groups, and other studies have found substantial variation in maternal speech within low-income samples (Dickinson & Tabors, 2001; Pan et al., 2005; Rowe, Pan, & Ayoub, 2005; Weizman & Snow, 2001).”
Investigating the role of language in children's early educational outcomes (2011, background): “On the one hand Pan et al (2005) found that maternal depression had a negative impact on the child’s rate of vocabulary growth between the ages of one and three years in children of low income families.”