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Social and Linguistic Input in Low-Income African American Mother-Child Dyads from 1 Month through 2 Years: Relations to Vocabulary Development
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Shimpi, Priya M.; Fedewa, Alicia; Hans, Sydney – Applied Psycholinguistics, 2012
The relation of social and linguistic input measures to early vocabulary development was examined in 30 low-income African American mother-infant pairs. Observations were conducted when the child was 0 years, 1 month (0;1), 0;4, 0;8, 1;0, 1;6, and 2;0. Maternal input was coded for word types and tokens, contingent responsiveness, and…
Descriptors: Outcome Measures, Correlation, Longitudinal Studies, Child Language
Scores on the MacArthur Communicative Development Inventory of Children from Low- and Middle-Income Families.
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Arriaga, Rose I.; Fenson, Larry; Cronan, Terry; Pethick, Stephen J. – Applied Psycholinguistics, 1998
This study compared language skills in a group of very low-income toddlers with those of a middle-income sample matched on age and sex. The assessment instrument used was the MacArthur Communicative Development Inventory for toddlers, a parent report form. Scores for low-income group were strikingly lower on three key indices evaluated: size of…
Descriptors: Comparative Analysis, Expressive Language, Language Skills, Low Income
The Effectiveness of a Foreign Language Immersion Program for Children from Different Ethnic and Social Class Backgrounds: Report 2.
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Holobow, Naomi E.; And Others – Applied Psycholinguistics, 1991
Presents the results of the second year of a four-year longitudinal evaluation of a partial French immersion program in Cincinnati, Ohio, that includes children from lower socioeconomic group and ethnic minority group (Black) backgrounds in addition to majority (White) and middle-class students. (17 references) (GLR)
Descriptors: Academic Achievement, Bilingual Education, Comparative Analysis, Demonstration Programs