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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

基本信息

批准号：
9172906
负责人：
MARGARET O CAUGHY
金额：
$ 33.46万
依托单位：
UNIVERSITY OF GEORGIA
依托单位国家：
美国
项目类别：
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/9172906
关键词：
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 Life Link Longitudinal Studies 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 Video Recording Vocabulary abstracting base cohort design disparity reduction early childhood emotion regulation ethnic minority population experience first grade health disparity high school insight kindergarten novel strategies peer skills success systematic review

项目摘要

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