Article

Early Child Language Mediates the Relation Between Home Environment and School Readiness

Université Laval, Quebec City, QC G1V 0A6, Canada.
Child Development (Impact Factor: 4.92). 05/2009; 80(3):736-49. DOI: 10.1111/j.1467-8624.2009.01294.x
Source: PubMed

ABSTRACT Home environment quality is a well-known predictor of school readiness (SR), although the underlying processes are little known. This study tested two hypotheses: (a) child language mediates the association between home characteristics (socioeconomic status and exposure to reading) and SR, and (b) genetic factors partly explain the association between language and SR. Data were collected between 6 and 63 months in a large sample of twins. Results showed that home characteristics had direct effects on SR and indirect effects through child language. No genetic correlation was found between language and SR. These results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature.

Download full-text

Full-text

Available from: Michel Boivin, Aug 11, 2015
1 Follower
 · 
137 Views
  • Source
    • "One of the major limitations of studies of biologically-related parents and children is that associations between parent and child variables may be due to their genetic similarity instead of environmental influence. However, previous research equipped to account for genetic influences has still found significant environmental influences (Forget‐Dubois et al., 2009; Roisman & Fraley, 2012; Stams, Juffer, & van IJzendoorn, 2002). In addition , missing data due to the lack of parent participation or attrition over the course of the study could limit generalizability of the findings. "
    [Show abstract] [Hide abstract]
    ABSTRACT: This study examined the concurrent and longitudinal associations of parental responsiveness and inferential language input with cognitive skills and emotion knowledge among socioeconomically disadvantaged preschoolers. Parents and 2- to 4-year-old children (mean age=3.21 years, N=284) participated in a parent-child free play session, and children completed cognitive (language, early literacy, early mathematics) and emotion knowledge assessments. Approximately 1year later, children completed the same assessment battery. Parental responsiveness was coded from the videotaped parent-child free play sessions, and parental inferential language input was coded from transcripts of a subset of 127 of these sessions. All analyses controlled for child age, gender, and parental education, and longitudinal analyses controlled for initial skill level. Parental responsiveness significantly predicted all concurrent cognitive skills as well as literacy, math, and emotion knowledge 1year later. Parental inferential language input was significantly positively associated with children's concurrent emotion knowledge. In longitudinal analyses, an interaction was found such that for children with stronger initial language skills, higher levels of parental inferential language input facilitated greater vocabulary development, whereas for children with weaker initial language skills, there was no association between parental inferential language input and change in children's vocabulary skills. These findings further our understanding of the roles of parental responsiveness and inferential language input in promoting children's school readiness skills. Copyright © 2014 Elsevier Inc. All rights reserved.
    Journal of Experimental Child Psychology 01/2015; 132C:14-31. DOI:10.1016/j.jecp.2014.11.010 · 3.12 Impact Factor
  • Source
    • "One of the major limitations of studies of biologically-related parents and children is that associations between parent and child variables may be due to their genetic similarity instead of environmental influence. However, previous research equipped to account for genetic influences has still found significant environmental influences (Forget‐Dubois et al., 2009; Roisman & Fraley, 2012; Stams, Juffer, & van IJzendoorn, 2002). In addition , missing data due to the lack of parent participation or attrition over the course of the study could limit generalizability of the findings. "
    [Show abstract] [Hide abstract]
    ABSTRACT: This study used a longitudinal design to examine whether effortful control mediated the associations of parental education and home environment quality with preacademic knowledge in toddlers and young preschoolers. The sample consisted of 226 children (2 to 4 years of age at T1) from socioeconomically disadvantaged backgrounds. Parents provided data on parent education and home environment quality. Children completed effortful control, early literacy, and early math assessments. T2 effortful control partially mediated the associations of T1 parental education and T1 home environment quality with T3 emergent literacy after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early literacy. T2 effortful control partially mediated the association between T1 parental education and T3 emergent math after accounting for child age, gender, race/ethnicity, T1 effortful control, and T2 early math. Prior to entry into preschool, parental education and home environment quality may shape effortful control which in turn influences preacademic knowledge.
    Journal of Applied Developmental Psychology 07/2014; 35(4):304–315. DOI:10.1016/j.appdev.2014.04.002 · 1.85 Impact Factor
  • Source
    • "Another study of early vocabulary and expressive language found that environmental factors accounted for between 54% and 78% of the variation in language development [17]. Another study of a representative sample of twins born between April 1995 and December 1998 in the Greater Montreal area collected measures of parental reading when children were 19 months old and assessed school readiness at age 63 months [18]. This study and another analysis of the same data set [19] revealed that school readiness was primarily determined by environmental factors and that language plays an important role in predicting school readiness. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Research on literacy development is increasingly making clear the centrality of oral language to long-term literacy development, with longitudinal studies revealing the continuity between language ability in the preschool years and later reading. The language competencies that literacy builds upon begin to emerge as soon as children begin acquiring language; thus, the period between birth and age three also is important to later literacy. Book reading consistently has been found to have the power to create interactional contexts that nourish language development. Researchers, pediatricians, and librarians have taken notice of the potential for interventions designed to encourage parents to read with their children. This article reviews research on the connections between language and later reading, environmental factors associated with language learning, and interventions developed in varied countries for encouraging book use by parents of young children.
    01/2012; 2012(2090-3987). DOI:10.1155/2012/602807
Show more