The role of parent and family factors in child language development

拟议的研究重点是开发新的措施，早期儿童langugae发展和家长输入的亲子互动数据，并使用这些措施来预测儿童的语言和识字能力在小学早期。本研究的独立阶段（ROO）的目的是：1）建立在指导阶段的奖励（K99）学习的技能，以开发和验证儿童句法和父母输入的新措施，从父母-儿童互动的成绩单，2）在这些措施中的成长模型在早期的童年时期，看看父母输入和儿童语言发展之间的关系，以及3）检查这些测量（以及在奖励的指导阶段开发的词汇测量）作为儿童后期语言和识字技能的预测因子的实用性。这些数据来自两个现有的亲子互动成绩单数据集。第一个数据集来自芝加哥大学的语言发展项目，由来自不同背景的60个家庭的样本中14-54个月的儿童之间每4个月90分钟的互动组成。第二个数据集来自哈佛大学的Early Head Start研究，包括108个低收入家庭样本中14-36个月的儿童之间每年一次的10分钟互动。这两个样本都有额外的数据，使用家长报告和标准化的措施，儿童语言验证新的措施，这两个样本的措施，儿童的识字能力在幼儿园使用的最后阶段的研究。因此，整个K99/R 00研究计划的总体目标是：1）制定儿童早期词汇和句法技能的衡量标准，以捕捉产出的稀有性，2）更好地了解特定父母输入措施与儿童语言之间的关系3）进一步研究早期口头语言能力在预测后期读写能力中的作用。

The proposed research focuses on developing new measures of early child langugae development and parent input from parent-child interaction data, and using those measures to predict children's language and literacy skills in the early elementary years. The purpose of the independent phase (ROO) of this research is to: 1) build on the skills learned during the mentored phase of the award (K99) to develop and validate new measures of child syntax and parent input from transcripts of parent-child interaction, 2) to model growth in these measures during the eariy childhood period looking at relations between parent input and child language development, and 3) to examine the utility of these measures (as well as the vocabulary measures developed during the mentored phase of the award) as predictors of chidlren's later language and literacy skills. The data come from two existing datasets of transcripts from parent-child interaction. The first dataset is from the Language Development Project at the University of Chicago and consists of 90-minute interactions every 4 months between child ages 14-54 months in a sample of 60 families from diverse backgrounds. The second dataset is from the Early Head Start study at Harvard University and consists of 10-minute interactions once a year between child ages 14-36 months in a sample of 108 low-income families. Both samples have additional data using parent report and standardized measures of child language for validating new measures, and both samples have measures of children's literacy skills at kindergarten for use in the final phase of the research. Thus, the overall goals of the entire K99/R00 research program are to: 1) develop measures of children's vocabulary and syntactic skills during eariy childhood that capture rarity of production, 2) better understand the relation between specific parent input measures and child language growth, and 3) further the research on the role of eariy oral language abilities in predicting later literacy skills.