Contributions of Abstract Extratextual Talk and Interactive Style to Preschoolers’ Vocabulary Development

Abstract Caregiver abstract talk during shared reading predicts preschool-age children’s vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children’s vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children’s concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.

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Story choice matters for caregiver extra-textual talk during shared reading with preschoolers

Journal of Child Language ◽

10.1017/s0305000919000783 ◽

2019 ◽

Vol 47 (3) ◽

pp. 633-654

Author(s):

Amber MUHINYI ◽

Anne HESKETH ◽

Andrew J. STEWART ◽

Caroline F. ROWLAND

Keyword(s):

Picture Books ◽

Shared Reading ◽

Preschool Age ◽

False Belief ◽

Book Reading ◽

Language Abilities ◽

Level Of Abstraction ◽

Preschool Age Children ◽

Text Reading

AbstractThis study aimed to examine the influence of the complexity of the story-book on caregiver extra-textual talk (i.e., interactions beyond text reading) during shared reading with preschool-age children. Fifty-three mother–child dyads (3;00–4;11) were video-recorded sharing two ostensibly similar picture-books: a simple story (containing no false belief) and a complex story (containing a false belief central to the plot, which provided content that was more challenging for preschoolers to understand). Book-reading interactions were transcribed and coded. Results showed that the complex stories facilitated more extra-textual talk from mothers, and a higher quality of extra-textual talk (as indexed by linguistic richness and level of abstraction). Although the type of story did not affect the number of questions mothers posed, more elaborative follow-ups on children's responses were provided by mothers when sharing complex stories. Complex stories may facilitate more and linguistically richer caregiver extra-textual talk, having implications for preschoolers’ developing language abilities.

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Family Representations of Preschool Age Children Living in Families of Different Socio-Economic Status

Psychological Science and Education ◽

10.17759/pse.2016210409 ◽

2016 ◽

Vol 21 (4) ◽

pp. 83-101

Author(s):

A.A. Shvedovskaya ◽

T.Yu. Zagvozdkina

Keyword(s):

Socioeconomic Status ◽

Economic Status ◽

Family Members ◽

Well Being ◽

Preschool Age ◽

Family Socioeconomic Status ◽

Her Family ◽

Financial Anxiety ◽

Economic Well Being ◽

Family Representation

A child’s family representation is one of the crucial factors of psychological and social development in older preschoolers. The article emphasizes that the relationships between a child’s family socioeconomic status (SES) and family representation are mediated. Family members’ perception and evaluation of their socioeconomic status are conditioned with subjective economic well- being. It influences family functioning which, in its turn, conditions particular characteristics of a child’s emotional experiences in family situation and his/her family representations. The analysis of relationships between subjective economic well-being of family members and a child’s family representations demonstrates the trend to increase in severity of poor well-being markers in case of increase of parental markers of financial stress, financial deprivation and financial anxiety. An empirical classification of family representation types in children from families with various SES is provided. It includes positive family representation “Favorable family”, family representation with some elements of disharmony “Unstable family”, representation of a distant family “Distant family”, conflict family representation “Conflict family”, negative family representation “Unfavorable family”.

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Early Shared Reading, Socioeconomic Status, and Children’s Cognitive and School Competencies: Six Years of Longitudinal Evidence

Scientific Studies of Reading ◽

10.1080/10888438.2018.1482901 ◽

2018 ◽

Vol 22 (6) ◽

pp. 485-502 ◽

Cited By ~ 14

Author(s):

Ameneh Shahaeian ◽

Cen Wang ◽

Elliot Tucker-Drob ◽

Vincent Geiger ◽

Adriana G. Bus ◽

...

Keyword(s):

Socioeconomic Status ◽

Shared Reading

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The Contribution of Socioeconomic Status to Children's Performance on Three Grammatical Measures in the Edmonton Narrative Norms Instrument

Journal of Speech Language and Hearing Research ◽

10.1044/2021_jslhr-20-00576 ◽

2021 ◽

pp. 1-10

Author(s):

Brian Weiler ◽

Phyllis Schneider ◽

Ling-Yu Guo

Keyword(s):

Socioeconomic Status ◽

Linear Regression ◽

Chronological Age ◽

Normative Sample ◽

Verb Morphology ◽

Link Type ◽

Relative Contribution ◽

Language Status ◽

Study Offer ◽

Child Age

Purpose The purpose of this study was to evaluate the relative contribution of socioeconomic status (SES) on three grammatical measures—finite verb morphology composite (FVMC), percent grammatical utterances (PGU), and clausal density—in children between the ages of 4 and 9 years. Method Data for this study were from the normative sample in the Edmonton Narrative Norms Instrument. For 359 children, hierarchical linear regression was performed to evaluate the amount of variance in FVMC, PGU, and clausal density that was uniquely explained by SES after accounting for child chronological age and language status (typical, impaired). Results After child age and language status were controlled, SES was a significant predictor of PGU and clausal density scores, but not of FVMC scores. SES uniquely accounted for 0.5% of variance in PGU scores and 0.8% of variance in clausal density scores. Conclusions Consistent with maturational accounts of children's development of tense markers, results of this study offer evidence that, among grammatical measures, FVMC is uniquely robust to variation in SES. Although significant, the variance of PGU and clausal density scores uniquely accounted for by SES was close to minimum. Clinicians can therefore include these three grammatical measures for assessing children of different socioeconomic backgrounds. Supplemental Material https://doi.org/10.23641/asha.14810484

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Consistency and Change in the Development of Premature Infants Weighing Less Than 1,501 Grams at Birth

PEDIATRICS ◽

10.1542/peds.76.6.885 ◽

1985 ◽

Vol 76 (6) ◽

pp. 885-891 ◽

Cited By ~ 1

Author(s):

Gail Ross ◽

Evelyn G. Lipper ◽

Peter A. M. Auld

Keyword(s):

Socioeconomic Status ◽

Motor Skills ◽

Expressive Language ◽

Preschool Age ◽

Mental Ability ◽

Neurologic Status ◽

Preschool Period ◽

Mental Abilities ◽

Iq Scores ◽

Sensorimotor Skills

Ninety-four infants with birth weights less than 1,501 g were evaluated on neurologic functioning and mental abilities at 1 year and, again, at 3 to 4 years of age. Results of the examination showed high correspondence in neurologic status and in mental ability between infancy and the preschool period, particularly for children who were diagnosed as clearly normal or abnormal at 1 year. In addition, poorer performance in a test of infant mental ability (which relies primarily on sensorimotor skills), in motor skills, and in neunologic functioning, respectively, were linked to lower IQ, difficulties in expressive language, and articulation deficits at the preschool age. Socioeconomic status predicted 3-year IQ scores and changes in mental ability scores but was not a factor in determining either preschool age neurologic status or changes in neurologic status in the children studied. Socioeconomic status of the children was less predictive of preschool outcome than results of the 1-year examinations.

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Level of abstraction in parent–child interactions: the role of activity type and socioeconomic status

Journal of Research in Reading ◽

10.1111/1467-9817.12294 ◽

2020 ◽

Vol 43 (1) ◽

pp. 140-159

Author(s):

Sanneke Rie ◽

Roel C.M. Steensel ◽

Amos J.S. Gelderen ◽

Sabine Severiens

Keyword(s):

Socioeconomic Status ◽

Activity Type ◽

Level Of Abstraction ◽

Parent Child Interactions ◽

Parent Child

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Romantic Attachment in Chilean Adults: Development of a Short-form Version of the Experiences in Close Relationships

The Spanish Journal of Psychology ◽

10.1017/sjp.2013.64 ◽

2013 ◽

Vol 16 ◽

Cited By ~ 1

Author(s):

Rosario Spencer ◽

Itziar Alonso-Arbiol ◽

Andrés Fresno

Keyword(s):

Socioeconomic Status ◽

Low Socioeconomic Status ◽

Close Relationships ◽

Short Form ◽

Romantic Attachment ◽

Two Dimensions ◽

Dimensional Structure ◽

Anxious Attachment ◽

Two Samples ◽

Experiences In Close Relationships

AbstractThough the study of romantic attachment has expanded into all areas of psychology, it remains the case that there is no valid, reliable test available to measure it in Latin America. The present research objective was to adapt a Chilean version of the Experiences in Close Relationships (ECR; Brennan, Clark, & Shaver 1998) questionnaire, developing a short-form version, and to determine its factor structure in two samples of Chilean adults of different ages. A pool of 25 items was chosen to capture the two dimensions (Anxiety and Avoidance), which were obtained through principal components analysis in a sample of 477 adults. Subsequently, the short-form ECR’s two-dimensional structure was confirmed using confirmatory factor analysis in a new sample (N = 296). All sub-dimensions’ internal consistencies were found to be satisfactory. Evidence for the test’s concurrent validity with the variables age, gender, and socioeconomic status was also obtained. The dimensions of romantic attachment showed no differences according to age or gender. However, participants of high socioeconomic status exhibited lower levels of anxious attachment than those with low socioeconomic status. It was concluded that the Chilean short-form version of the ECR has good psychometric properties and is a suitable assessment of adult attachment.

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Towards a Model of School-based Curriculum Development and Assessment Using the SOLO Taxonomy

Australian Journal of Education ◽

10.1177/168781408903300205 ◽

1989 ◽

Vol 33 (2) ◽

pp. 151-163 ◽

Cited By ~ 43

Author(s):

John Biggs ◽

Kevin Collis

Keyword(s):

Curriculum Development ◽

Learning Outcomes ◽

Two Dimensions ◽

Learning Cycle ◽

Solo Taxonomy ◽

Level Of Abstraction ◽

School Based ◽

Learning Tasks ◽

Criterion Referenced ◽

Curriculum Topics

One factor preventing the wider acceptance of school-based curriculum development and assessment is the problem of comparing performances of different students, in different schools, in different areas of study. A framework is needed to describe the complexity of learning outcomes in a language that is generally applicable across the curriculum. Such a framework is provided by the SOLO taxonomy which describes the growth in complexity of performance in many learning tasks, from the earliest engagement in the task to expertise. Learning grows along at least two dimensions: (a) the level of abstraction, or mode, of the contents learned (five such modes are recognisable from infancy to adulthood); and (b) the cycle of increasing complexity that learning undergoes within any given mode. It is possible, by specifying both the mode or modes to be used and the level of the learning cycle to be attained, to state the desired level of performance in many important curriculum topics in a way that can be used (a) for criterion-referenced assessment in particular subjects, and (b) for discussing comparable levels of attainment across different subjects and different schools.

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