Low-income fathers’ speech to toddlers during book reading versus toy play

Salo, Virginia C.; Rowe, Meredith L.; Leech, Kathryn A.; Cabrera, Natasha

doi:10.1017/s0305000915000550

Cited by 41 publications

(39 citation statements)

References 38 publications

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“…Further, Liszkowski and Tomasello (2011) only found a relation based on a dichotomized measures of parent and infant pointing. Previous studies have found evidence that the context influences parents language and gesture use (Puccini, Hassemer, Salomo, & Liszkowski, 2010;Salo, Rowe, Leech, & Cabrera, 2015), however the differences in findings across these studies could be driven by a variety of factors including sample size, age range of the infants, and/or methodology and more work is need to parse apart the various factors that might influence the relation between parents' and infants' pointing. We did find a trend in the relations between mothers' pointing and their infants' pointing when examined at the level of communicative intent.…”

Section: Relations Between Parent and Infant Pointingmentioning

confidence: 99%

Does Intention Matter? Relations between Parent Pointing, Infant Pointing, and Developing Language Ability

Salo

Reeb‐Sutherland

Frenkel

et al. 2019

Journal of Cognition and Development

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Infants' pointing is associated with concurrent and later language development. The communicative intention behind the point-i.e., imperative versus declarative-can affect both the nature and strength of these associations, and is therefore a critical factor to consider. Parents' pointing is associated with both infant pointing and infant language; however, less work has examined the intent behind parents' points. We explore relations between parents' and infants' pointing at the level of communicative intention, and examine how pointing relates to concurrent and longitudinal infant language skills. In a sample of 52 mother-infant dyads, we measured mother and infant pointing at infant age 12-months, and infant expressive and receptive language at 12-, 18-, and 24-months. We found that mothers produced points with a variety of intentions, however we did not find relations between mother and infant pointing within the different communicative intentions. Replicating previous research, infant declarative pointing was related both concurrently and longitudinally to their language ability. Mothers' declarative pointing was related to their infants' concurrent language, while their imperative pointing was not. Further, there was an interaction between parent and infant declarative pointing, such that the positive relation between parents' declarative pointing and their infants' concurrent receptive language was present only for those infants who were also producing declarative points themselves. Findings suggest that parents' declarative pointing may support both their infants' early word learning and, perhaps, provides a model for their infant to begin using points as well. This study constitutes an important initial exploration of these relations.

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Section: Relations Between Parent and Infant Pointingmentioning

confidence: 99%

Does Intention Matter? Relations between Parent Pointing, Infant Pointing, and Developing Language Ability

Salo

Reeb‐Sutherland

Frenkel

et al. 2019

Journal of Cognition and Development

Self Cite

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“…Lastly, parent-child book reading also represents a positive learning opportunity by providing occasions for learning new words within a stimulating context (Mol et al, 2008; Farrant and Zubrick, 2013; Salo et al, 2016). A meta-analysis conducted by Mol et al (2008) identified an association of moderate effect size between dialogic book reading and expressive vocabulary, as well as an association of small effect size with receptive vocabulary.…”

Section: Introductionmentioning

confidence: 99%

Twins' and Singletons' Linguistic Environment: A Systematic Review

et al. 2019

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Background: Among twins, lower linguistic skills emerged when compared with singletons. Considering the association found between parental linguistic input and children's language development, exploring the differences between twins and singletons' linguistic environments could find variables that are potentially associated with the lower linguistic skills of twins.Aim: The current systematic review aims to analyze and systematize the existing literature focused on the comparison of twins' and singletons' linguistic environments within their first 3 years of life. Methodological issues (i.e., the procedure used to assess the linguistic environment, the coding of the linguistic environment's features, the computational method employed to assess the parental linguistic input, and participant characteristics) and differences found among twins and singletons regarding their linguistic environment (i.e., linguistic input quantity, linguistic input complexity, linguistic features of child-directed speech, parental responsiveness, and directiveness, joint attention, and book reading) were highlighted.Method: The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement was followed. Eligible studies were searched through EBSCO, PubMed, and Web of Science. From this search, 1,347 study results emerged, and 8 studies were included.Results: To our knowledge, this is the first systematic review focused on the comparison of twins' and singletons' linguistic environments. Differences between the groups were found in all of the included studies. Data against twins were generally identified regarding all the considered linguistic environment's features. However, conflicting results within and between the included studies emerged, mainly according to the computational method employed (i.e., twin moms value, twin direct dyadic value, twin direct dyadic + both value, and input directed toward both children simultaneously).Conclusion: The disadvantaged linguistic environment of twins is likely due to limited parental resources and demands associated with the management of two children of the same age. However, the limited and conflicting data found did not allow for a firm conclusion to be drawn on the differences in the twins' and singletons' linguistic environments. Further studies on the topic are needed.

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“…For example, picture books contain more unique words than child-directed speech (Hayes & Ahrens, 1988; Massaro, 2015; Montag, Jones, & Smith, 2015), and this lexical diversity does indeed seem to become a part of the spoken language input during book reading. Recordings of caregivers and children interacting in book reading contexts suggest that picture book reading provides children with more speech input and more lexically sophisticated speech than other caregiver-child activities (Crain-Thoreson, Dahlin, & Powell, 2001; Salo, Rowe, Leech, & Cabrera, 2016; Sosa, 2016; Weizman & Snow, 2001). These findings suggest that one means by which picture book reading may contribute to language outcomes is by exposing children to words that they might not otherwise encounter or might encounter less frequently.…”

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confidence: 99%

Differences in sentence complexity in the text of children’s picture books and child-directed speech

Montag

2019

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Reading picture books to pre-literate children is associated with improved language outcomes, but the causal pathways of this relationship are not well understood. The present analyses focus on several syntactic differences between the text of children’s picture books and typical child-directed speech, with the aim of understanding ways in which picture book text may systematically differ from typical child-directed speech. The analyses show that picture books contain more rare and complex sentence types, including passive sentences and sentences containing relative clauses, than does child-directed speech. These differences in the patterns of language contained in picture books and typical child-directed speech suggest that one important means by which picture book reading may come to be associated with improved language outcomes is by providing children with types of complex language that might be otherwise rare in their input.

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Low-income fathers’ speech to toddlers during book reading versus toy play

Cited by 41 publications

References 38 publications

Does Intention Matter? Relations between Parent Pointing, Infant Pointing, and Developing Language Ability

Does Intention Matter? Relations between Parent Pointing, Infant Pointing, and Developing Language Ability

Twins' and Singletons' Linguistic Environment: A Systematic Review

Differences in sentence complexity in the text of children’s picture books and child-directed speech

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