A look into the black box of home visiting: Investigating the mediating effects of family involvement on child oral language outcomes

For young children, maternal testimony is an important source of knowledge. Research suggests that children privilege assertions expressed with certainty; however, adults frequently overestimate their knowledge, which may lead them to express certainty about incorrect information. This study addressed three questions. (1) To what extent do mothers convey domain knowledge when talking to their kindergartners? (2) Do mothers successfully calibrate their knowledge during these conversations? (3) Does mothers’ knowledge calibration predict their children’s language outcomes? Forty-nine mother-child dyads read a picture book about a familiar domain. Mothers’ assertions of domain knowledge were coded for accuracy and expressed certainty. Results revealed that mothers tended to overestimate their knowledge. Knowledge calibration accuracy positively predicted child outcomes. Successful calibration was associated with stronger vocabulary knowledge and listening comprehension, whereas poor knowledge calibration was associated with weaker child outcomes. Knowledge calibration may be a crucial factor in the successful transmission of knowledge during mother-child conversations and impact children’s language development.

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Influential factor combinations leading to language outcomes following a home visiting intervention: A qualitative comparative analysis (QCA)

International Journal of Language & Communication Disorders ◽

10.1111/1460-6984.12573 ◽

2020 ◽

Vol 55 (6) ◽

pp. 936-954

Author(s):

Kate Short ◽

Patricia Eadie ◽

Lynn Kemp

Keyword(s):

Comparative Analysis ◽

Home Visiting ◽

Qualitative Comparative Analysis ◽

Influential Factor ◽

Language Outcomes

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Does Family Involvement Influence Firm Performance? Exploring the Mediating Effects of Board Processes and Tasks

Journal of Management ◽

10.1177/0149206312463936 ◽

2012 ◽

Vol 41 (4) ◽

pp. 1214-1243 ◽

Cited By ~ 72

Author(s):

Alessandro Zattoni ◽

Luca Gnan ◽

Morten Huse

Keyword(s):

Firm Performance ◽

Family Involvement ◽

Mediating Effects ◽

Board Processes

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Oral Language Performance of Deaf and Hard-of-Hearing Students in Mainstream Schools

The Journal of Deaf Studies and Deaf Education ◽

10.1093/deafed/enz012 ◽

2019 ◽

Vol 24 (4) ◽

pp. 448-458

Author(s):

Tammy H M Lau ◽

Kathy Y S Lee ◽

Emily Y C Lam ◽

Joffee H S Lam ◽

Chris K M Yiu ◽

...

Keyword(s):

Hearing Loss ◽

Hong Kong ◽

Hard Of Hearing ◽

Oral Language ◽

Primary Schools ◽

Speech Therapy ◽

Language Outcomes ◽

Language Performance ◽

Profound Hearing Loss ◽

Hearing Children

Abstract In Hong Kong, students are expected to speak fluent Cantonese, Putonghua, and English. However, the curriculum does not include Cantonese studies, as children are expected to have already acquired Cantonese by the age of school entry. This study examined the language outcomes of Cantonese-speaking deaf or hard-of-hearing children who attend primary schools within the Hong Kong educational system and considered whether the system currently meets the needs of these children. The Hong Kong Cantonese Oral Language Assessment Scale, which comprises six subtests, was used to assess 98 children with mild to profound hearing loss. A regression analysis was used to examine the influences of various variables on oral language performance in these children. Notably, 41% of the participants had achieved age-appropriate oral language skills, while 18% and 41% exhibited mild-to-moderate or severe oral language impairment, respectively. The degree of hearing loss and the use of speech therapy were identified as significant negative predictors of oral language performance. The issues of a relatively late diagnosis and device fitting, as well as the very poor oral language outcomes, strongly emphasize the need for policy makers to reconsider the existing educational approaches and support for deaf or hard-of-hearing children.

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