The Contribution of Early Communication Quality to Low-Income Children’s Language Success

By Kathy Hirsh-Pasek, L. Adamson, R. Bakeman, M. Owen, Roberta Michnick Golinkoff , Amy E. Pace, P. Yust, K. Suma. Psychology Science, 2015

685 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d7d6411536a95079cd7aad5ccfa13c69eff1c898

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Child-Directed Speech Is Infrequent in a Forager-Farmer Population: A Time Allocation Study. (2019, neutral): “…or subsequent linguistic development even when controlling for SES (e.g., Hoff & Naigles, 2002; Rowe, 2008; Weisleder & Fernald, 2013; see also Hirsh-Pasek et al., 2015; Rowe, 2012; Rowe & Goldin-Meadow, 2009; Cartmill et al., 2013 for additional considerations; and Hodson, 2014;…”
Beyond the “30 Million Word Gap:” Children’s Conversational Exposure is Associated with Language-Related Brain Function (2018, background): “, sentence complexity, lexical diversity) that young children hear are the foundation of later language and literacy skills (Hirsh-Pasek et al., 2015; Rodriguez & Tamis-LeMonda, 2011; Rowe, 2012) and nonverbal capacities, including executive functioning (Sarsour et al.”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, background): “Recent research conducted by Hirsh-Pasek et al. (2015a) demonstrated that three specific features of early parent–child communication at age 2 (i.e., episodes of joint engagement infused with words and gestures, routines and rituals such as book reading, and the back-and-forth fluency and…”
Language intervention research in early childhood care and education: A systematic survey of the literature (2020, result): “These, and other studies, have demonstrated that when the quality and quantity of caregiver–child interactions was improved, child language outcomes improved (Burchinal et al., 2008; Fontaine, Torre, Grafwallner, & Underhill, 2006; Hirsh-Pasek et al., 2015; Walker, Bigelow, & Harjusola-Webb, 2008).”
The persistent sampling bias in developmental psychology: A call to action (2017, neutral): “…there has been considerable political agitation and policy implementation aimed at bridging what has been termed the ‘‘word gap”—the disparity in the amount and quality of language that low-income children hear relative to their more affluent peers (Hart & Risley, 1995; Hirsh-Pasek et al., 2015).”