2016
DOI: 10.1177/0142723716639502
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The influence of socio-economic status on mothers’ volubility and responsiveness in a monolingual Dutch-speaking sample

Abstract: This article investigates the amount of input and the quality of mother-child interactions in mothers who differ in socio-economic status (SES): mid-to-high SES (mhSES) and low SES. The amount of input was measured as the number of utterances per hour, the total duration of speech per hour and the number of turns per hour. The quality of the mother-child interactions was analysed using a simple coding scheme: (1) response or not?, (2) incorporation or not? and (3) exact repetition or expansion? Main results sh… Show more

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Cited by 29 publications
(30 citation statements)
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References 53 publications
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“…As hypothesized, infants in higher ME families were exposed to more adult speech input and more conversational turns, from as young as 6 months and these differences persisted for Figure 1 Violin plots illustrate the distribution and density of scores for adult word count at 6-9 months for two maternal education groups. These results are consistent with earlier work (e.g., Hart & Risley, 1995) and with recent findings (Vanormelingen & Gillis, 2016) that SES-related differences in language input are already apparent during the first year of life. These results are consistent with earlier work (e.g., Hart & Risley, 1995) and with recent findings (Vanormelingen & Gillis, 2016) that SES-related differences in language input are already apparent during the first year of life.…”
Section: Discussionsupporting
confidence: 93%
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“…As hypothesized, infants in higher ME families were exposed to more adult speech input and more conversational turns, from as young as 6 months and these differences persisted for Figure 1 Violin plots illustrate the distribution and density of scores for adult word count at 6-9 months for two maternal education groups. These results are consistent with earlier work (e.g., Hart & Risley, 1995) and with recent findings (Vanormelingen & Gillis, 2016) that SES-related differences in language input are already apparent during the first year of life. These results are consistent with earlier work (e.g., Hart & Risley, 1995) and with recent findings (Vanormelingen & Gillis, 2016) that SES-related differences in language input are already apparent during the first year of life.…”
Section: Discussionsupporting
confidence: 93%
“…38 (41.53) .023 [462,5,698 -620, 111] another 6 months. These results are consistent with earlier work (e.g., Hart & Risley, 1995) and with recent findings (Vanormelingen & Gillis, 2016) that SES-related differences in language input are already apparent during the first year of life. Unexpectedly, ME group differences in CVoc were not significant at either age.…”
Section: Discussionsupporting
confidence: 93%
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“…SLCNs are more common in children who live in areas of social disadvantage (Korpilahti et al, 2016). There is also consistent evidence that children from lower socio-economic backgrounds (SES) are exposed to less high quality language both at home (for example, Vanormelingen and Gillis, 2016) and in school (Wright and Neuman, 2014) and that this leads to poorer vocabulary, grammar, and language processing (Schwab and Lew-Williams, 2016). Although disadvantaged populations in England receive greater levels of service from SLTs, there are still large inequalities in provision among socially deprived groups (Pring, 2016).…”
mentioning
confidence: 99%
“…Childhood SES is typically indexed by parental education, occupation, and/or income (Bradley & Corwyn, 2002;Ensminger & Fothergill, 2003) and it is well-established that maternal education level is an effective predictor of childhood language (and other cognitive) development (Hoff, Laursen, & Bridges, 2012;Magnuson, Sexton, Davis-Kean, & Huston, 2009). SES-related differences in language abilities emerge from infancy (even in the first year of life; Halle et al, 2009;Vanormelingen & Gillis, 2016) and remain stable or widen over time Halle et al, 2009;Walker et al, 1994). Disparities in SES thus allow predictions to be made about academic trajectories in elementary and secondary school and provide a basis to identify at risk individuals (Burchinal et al, 2002;Entwisle, Karl, Pianta, & Cox, 1999).…”
mentioning
confidence: 99%