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: 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
• 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

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 学业轨迹很早就确立，孩子们在没有做好必要准备的情况下入学 技能是学业失败的最大风险。虽然幼儿时期的语言能力是其中之一 语言能力是入学准备情况最有力的预测因素，但许多低收入儿童的语言能力明显落后。 Hart 和 Risley（1995）证明，生活在贫困中的儿童能够听到被称为“3000 万单词差距”的现象。 比富裕同龄人少得多的话语权，这些发现刺激了国家举措 旨在增加低收入家庭儿童的语言输入量，以建立积极的早期 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 如果他们不提高支持的沟通基础的质量，就不会产生预期的影响 早期看护者与儿童互动期间的语言学习。西班牙裔儿童的西班牙语水平较低 高收入家庭面临语言迟缓和早期学业失败的重大风险，但几乎没有 关于如何最好地支持他们的语言发展和学业成功的研究。我们的新发现 关于早期通信基础质量的重要性，强调如何 亲子互动的非语言和语言品质支持语言技能的发展并铺平道路 制定最佳干预措施的方法。讲西班牙语的儿童是此类活动的重要目标 干预措施。然而，实现这一目标的一个重要的初步步骤是复制这项引人注目的研究 对讲西班牙语的非西班牙裔非裔美国人和欧洲裔美国人儿童进行 孩子们。以达拉斯现有的一项研究为基础，其中包括大量墨西哥裔西班牙人—— 对于家庭来说，我们具有独特的优势来实现以下三个目标： 目标1.完善评估通信基础质量的测量方法 因此它们涵盖了西班牙人之间不同文化的亲子互动模式 讲墨西哥裔美国家庭。 目标 2. 检验早期传播基础的质量与 随后，讲西班牙语的墨西哥裔美国儿童的儿童语言发展。 目标 3. 检验早期沟通基础的质量与 讲西班牙语的墨西哥年轻人在幼儿园和一年级的学业成绩 美国儿童及其是否是由早期语言发展介导的。 方法将包括对现有评级协议进行全面审查和系统修改，以 捕捉低收入西班牙语母亲早期沟通基础的这些方面 和他们的孩子。该修订后的评级系统将应用于低水平纵向队列的现有数据。 从达拉斯学前准备研究 (DPReP) 中选出的墨西哥裔美国儿童。多变量 将使用回归方法来检查年龄评估的沟通基础之间的关系 2.5 岁以及 3.5 岁和幼儿园的语言和学校准备结果。