The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech.

By E. Hoff. Child Development, 2003

2,303 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a84036b52e8f6f7c6bece06840818a915f4ff9d0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Sources of Variability in Children’s Language Growth (2010, background): “N IH -PA Author M anuscript N IH -PA Author M anuscript N IH -PA Author M anuscript these are related to differences in children’s vocabulary size (e.g., Huttenlocher et al, 1991; Hart and Risley, 1995; Hoff-Ginsberg, 1998; Hoff, 2003a, 2003b).”
An interactionist perspective on the socioeconomic context of human development. (2007, background): “First, in an intensive study of 63 families, Hoff (2003) found that more highly educated parents create a richer, more complex language environment for their children, and their children demonstrate greater language skills.”
The Contribution of Early Communication Quality to Low-Income Children’s Language Success (2015, background): “Poverty has been repeatedly associated not only with a decreased quantity of language input, but also with decreased quality (Hart & Risley, 1995; Hoff, 2003; Rowe, 2008) and with decreased levels of sensitive parenting (NICHD Early Child Care Research Network, 2005).”
Caregiver Responsiveness and Social Interaction Behaviors of Young Children With Autism (2008, neutral): “, 2001; Hoff & Naigles, 2002; Masur, Flynn, & Eichhorst, 2005; TamisLeMonda, Bornstein, & Baumwell, 2001; Tomasello & Farrar, 1986; Weizman & Snow, 2001) and for children at risk for, or experiencing, developmental delays (Brady, Marquis, Fleming, & McLean, 2004; Hebert, Swank, Smith, & Landry, 2004”
Supermarket Speak: Increasing Talk Among Low-Socioeconomic Status (2015, background): “Furthermore, conversations in low-income homes are often characterized by shorter utterances and fewer diverse lexical items, often resulting in children having smaller vocabularies (Hoff, 2003).”
The Relation Between Family Socioeconomic Status and Academic Achievement in China: A Meta-analysis (2019, background): “…(Bornstein and Bradley 2003; Bradley and Corwyn 2002; Coleman 1988; Coley 2002; Debaz 1994; Fleming and Malone 1983; Fram et al. 2007; Hattie 2009; Hoff 2003; Milne and Plourde 2006; Sarsour et al. 2011; Sirin 2005; White 1982) and the relation between SES and academic achievement seemed to…”
Predictors of Variation in Maternal Talk to Children: A Longitudinal Study of Low-Income Families (2005, neutral): “Snow, 2001) and middle-class families (Bornstein, Tamis-LeMonda, & Haynes, 1999; Hampson & Nelson, 1993; Hoff, 2003; Hoff & Naigles, 2002; Huttenlocher, Haight, Bryk, Seltzer, & Lyons, 1991).”
The Language and Literacy Development of Young Dual Language Learners: A Critical Review (2014, background): “…consider when studying DLL children, because research on monolingual children has shown that children from low-SES homes have lower vocabulary abilities and display different language abilities than children from middle-SES homes (Hart & Risley, 1995; Hoff, 2003; Pan, Rowe, Singer, & Snow, 2005).”
Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster‐Randomized Trial (2011, background): “…economically disadvantaged circumstances tend to have less extensive vocabularies before they enter school than their middle-class counterparts (Hart & Risley, 1995; Hoff, 2003; for a critique of this research, see, e.g., de Villiers & Johnson, 2007; Miller, Cho, & Bracey, 2005; Stockman, 2010).”
Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs (2013, background): “Cognitive stimulation in the form of parent-child reading, telling stories, and singing songs, as well as providing an ample amount of children’s books in the home, have been linked to children’s later language and literacy abilities (Hart & Risley, 1995; Hoff, 2003; Snow, 1972; Senechal & LeFevre, ”
Early home learning environment predicts children’s 5th grade academic skills (2019, background): “Notably, proximal home learning experiences have been shown to mediate the effects of poverty on children’s development (Duncan & Brooks‐Gunn, 2000), and account for SES disparities in toddlers’ vocabulary growth (Hoff, 2003, 2013).”
Do Book Giveaway Programs Promote the Home Literacy Environment and Children’s Literacy-Related Behavior and Skills? (2020, background): “…between the complexity of the book and the level of the language input provided by caregivers Book Giveaway Programs during shared reading (Hoff, 2003), it becomes extremely important to supply families with age-appropriate books containing rich and varied vocabulary (Dickinson & Morse,…”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “In a study of middle-SES and high-SES families, Hoff (2003) assessed maternal speech and children’s productive vocabulary during mother–child interaction at 21 months and 10 weeks later, and found that the length of maternal utterances in MLU (mean length of utterance) at Time 1 fully mediated the…”