Quality of Early Mother-Child Communication and Language Outcome in Low-Income Hispanic Children

低收入西班牙裔儿童的早期母子沟通质量和语言结果

• 批准号: 9341371
• 负责人: MARGARET O CAUGHY
• 金额: $ 31.41万
• 依托单位: UNIVERSITY OF GEORGIA
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9341371
• 关键词: 2 year old; Academic achievement; Address; African American; Age; American; Caregivers; Characteristics; Child; Child Care; Child Language; Communication; County; Data; Development; Educational Status; Elements; European; Failure; Family; Foundations; Goals; Health; Hearing; Hispanics; Household; Intelligence; Intervention; Joints; Language; Language Delays; Language Development; Latino; Learning; Link; Longitudinal Studies; Longitudinal cohort; Low income; Mathematics; Measurement; Mediating; Medical; Methods; Mexican; Mexican Americans; Modification; Mother-Child Relations; Mothers; National Institute of Child Health and Human Development; Not Hispanic or Latino; Nursery Schools; Outcome; Parent-Child Relations; Parents; Pattern; Population; Positioning Attribute; Poverty; Preventive Intervention; Protocols documentation; Readiness; Reading; Research; Research Personnel; Risk; Ritual compulsion; Schools; Site; System; Texas; Time; Vocabulary; base; design; disparity reduction; early childhood; emotion regulation; ethnic minority population; experience; first grade; health disparity; high school; insight; kindergarten; novel strategies; peer; skill acquisition; skills; success

Project Abstract Academic trajectories are established early, and children who enter school without the requisite readiness skills are at greatest risk for academic failure. Although language ability in early childhood is one of the strongest predictors of school readiness, many low-income children are markedly delayed in language ability. Dubbed the 30-million word gap, Hart and Risley (1995) demonstrated that children living in poverty hear substantially fewer words than their more affluent peers, and these findings have spurred national initiatives designed to increase the quantity of language input to young low-income children to establish positive early learning trajectories. However, exciting new research suggests these well-intentioned interventions may not have their desired impact if they do not also increase the quality of the communication foundation supporting language learning during early caregiver-child interactions. Hispanic children in Spanish-speaking and low income households are at significant risk for language delays and early academic failure, but there is little research regarding how to best support their language development and academic success. Our new findings regarding the importance of the quality of the communication foundation in the earliest years highlight how nonverbal and verbal qualities of parent-child interactions support the development of language skill and pave the way for developing optimal interventions. Spanish-speaking children are an important target for such interventions. An important preliminary step towards this goal, however, is to replicate this compelling research conducted with non-Hispanic African American and European American children with Spanish-speaking children. Building upon an existing study in Dallas that includes a large number of Mexican-origin Spanish- speaking families, we are uniquely positioned to address the following three aims: Aim 1. To refine the measurement methods for assessing the quality of the communication foundation so that they encompass culturally distinct patterns of parent-child interaction among Spanish- speaking Mexican-American families. Aim 2. To examine the relation between the quality of the early communication foundation and subsequent child language development among young Spanish-speaking Mexican-American children. Aim 3. To examine the relation between the quality of the early communication foundation and academic achievement in kindergarten and first grade among young Spanish-speaking Mexican- American children and whether it is mediated by early language development. Methods will include a comprehensive review and systematic modification of the existing rating protocol to capture those aspects of the early communication foundation among low-income Spanish-speaking mothers and their children. This revised rating system will be applied to existing data for a longitudinal cohort of low- income Mexican-American children selected from the Dallas Preschool Readiness Study (DPReP). Multivariate regression methods will be used to examine relations between the communication foundation assessed at age 2½ with language and school readiness outcomes at ages 3½ and kindergarten.

项目摘要 学业轨迹很早就确定了，没有做好必要准备就入学的儿童 学习失败的风险最大。虽然幼儿期的语言能力是 作为入学准备最强的预测指标，许多低收入家庭的儿童在语言能力方面明显滞后。 哈特和里斯利（1995年）称之为3000万字的差距，证明生活在贫困中的儿童听到 他们的词汇量比富裕的同龄人少得多，这些发现激发了全国性的行动。 旨在增加语言输入量，使低收入幼儿建立积极的早期 学习轨迹然而，令人兴奋的新研究表明，这些善意的干预措施可能不会 如果它们不同时提高通信基础支持的质量， 在幼儿早期互动中学习语言。西班牙裔儿童在讲西班牙语和低 高收入家庭面临语言延迟和早期学业失败的巨大风险，但几乎没有 研究如何最好地支持他们的语言发展和学术成功。我们的新发现 关于最初几年通信基础质量的重要性， 亲子互动的非语言和语言品质支持语言技能的发展， 制定最佳干预措施的方法。讲西班牙语的儿童是这类活动的重要目标。 干预措施。然而，实现这一目标的重要初步步骤是复制这一引人注目的研究 在非西班牙裔非洲裔美国人和欧洲裔美国人儿童中进行， 孩子在达拉斯现有的一项研究的基础上，包括大量墨西哥裔西班牙人- 就家庭而言，我们处于独特的地位，可以实现以下三个目标： 目标1。完善评估通信基础质量的测量方法 这样他们就包含了西班牙人之间文化上不同的亲子互动模式， 讲墨西哥语的美国家庭 目标二。考察早期传播基础的质量与 随后的儿童语言发展在年轻的讲西班牙语的墨西哥裔美国儿童。 目标3。考察早期传播基础的质量与 在幼儿园和一年级的学习成绩在年轻的讲西班牙语的墨西哥- 美国儿童，以及它是否是介导的早期语言发展。 方法将包括对现有评级协议进行全面审查和系统修改， 捕捉低收入讲西班牙语的母亲之间早期沟通基础的这些方面， 还有他们的孩子这一修订后的评级系统将适用于低- 来自达拉斯学前准备研究（DPReP）的收入墨西哥裔美国儿童。多元 回归分析方法将被用来研究之间的关系，沟通基础评估年龄 在3岁半和幼儿园的语言和学校准备结果。