Maternal Education and Measures of Early Speech and Language
The present study was designed to determine whether 4 measures of children's spontaneous speech and language differed according to the educational level of the children's mothers. Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of uttera...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 1999-12, Vol.42 (6), p.1432-1443 |
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| container_title | Journal of speech, language, and hearing research |
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| creator | Dollaghan, Christine A Campbell, Thomas F Paradise, Jack L Feldman, Heidi M Janosky, Janine E Pitcairn, Dayna N Kurs-Lasky, Marcia |
| description | The present study was designed to determine whether 4 measures of children's spontaneous speech and language differed according to the educational level of the children's mothers. Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of utterance in morphemes (MLUm), number of different words (NDW), total number of words (TNW), and percentage of consonants correct (PCC). A norm-referenced, knowledge-dependent measure of language comprehension, the Peabody Picture Vocabulary Test-Revised (PPVT-R), was also included for purposes of comparison with the spontaneous measures. Three levels of maternal education were compared: less than high school graduate, high school graduate, and college graduate. Trend analyses showed statistically significant linear trends across educational levels for MLUm, NDW, TNW, and PPVT-R; the trend for PCC was not significant. The relationship of maternal education and other sociodemographic variables to measures of children's language should be examined before using such measures to identify children with language disorders. |
| doi_str_mv | 10.1044/jslhr.4206.1432 |
| format | Article |
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Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of utterance in morphemes (MLUm), number of different words (NDW), total number of words (TNW), and percentage of consonants correct (PCC). A norm-referenced, knowledge-dependent measure of language comprehension, the Peabody Picture Vocabulary Test-Revised (PPVT-R), was also included for purposes of comparison with the spontaneous measures. Three levels of maternal education were compared: less than high school graduate, high school graduate, and college graduate. Trend analyses showed statistically significant linear trends across educational levels for MLUm, NDW, TNW, and PPVT-R; the trend for PCC was not significant. The relationship of maternal education and other sociodemographic variables to measures of children's language should be examined before using such measures to identify children with language disorders.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/jslhr.4206.1432</identifier><identifier>PMID: 10599625</identifier><language>eng</language><publisher>Rockville, MD: ASHA</publisher><subject>Academic achievement ; Adult ; Age Factors ; Biological and medical sciences ; Child ; Child Development ; Child Language ; Child, Preschool ; Children & youth ; Developmental psychology ; Education ; Educational Status ; Female ; Follow-Up Studies ; Fundamental and applied biological sciences. Psychology ; High School Graduates ; Humans ; Language acquisition ; Language Development ; Language Disorders - diagnosis ; Language Skills ; Language Tests ; Male ; Mothers ; Mothers - psychology ; Preschool Children ; Prospective Studies ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Relationship ; Rural Population ; Speech - physiology ; Speech development ; Urban Population</subject><ispartof>Journal of speech, language, and hearing research, 1999-12, Vol.42 (6), p.1432-1443</ispartof><rights>2000 INIST-CNRS</rights><rights>Copyright American Speech-Language-Hearing Association Dec 1999</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c515t-28df7df80c816d8e3b18443f378326c79c685b250fdec9fbc26df3f63bd35ae33</citedby><cites>FETCH-LOGICAL-c515t-28df7df80c816d8e3b18443f378326c79c685b250fdec9fbc26df3f63bd35ae33</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30977</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=1267361$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/10599625$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Dollaghan, Christine A</creatorcontrib><creatorcontrib>Campbell, Thomas F</creatorcontrib><creatorcontrib>Paradise, Jack L</creatorcontrib><creatorcontrib>Feldman, Heidi M</creatorcontrib><creatorcontrib>Janosky, Janine E</creatorcontrib><creatorcontrib>Pitcairn, Dayna N</creatorcontrib><creatorcontrib>Kurs-Lasky, Marcia</creatorcontrib><title>Maternal Education and Measures of Early Speech and Language</title><title>Journal of speech, language, and hearing research</title><addtitle>J Speech Lang Hear Res</addtitle><description>The present study was designed to determine whether 4 measures of children's spontaneous speech and language differed according to the educational level of the children's mothers. Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of utterance in morphemes (MLUm), number of different words (NDW), total number of words (TNW), and percentage of consonants correct (PCC). A norm-referenced, knowledge-dependent measure of language comprehension, the Peabody Picture Vocabulary Test-Revised (PPVT-R), was also included for purposes of comparison with the spontaneous measures. Three levels of maternal education were compared: less than high school graduate, high school graduate, and college graduate. Trend analyses showed statistically significant linear trends across educational levels for MLUm, NDW, TNW, and PPVT-R; the trend for PCC was not significant. The relationship of maternal education and other sociodemographic variables to measures of children's language should be examined before using such measures to identify children with language disorders.</description><subject>Academic achievement</subject><subject>Adult</subject><subject>Age Factors</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child Development</subject><subject>Child Language</subject><subject>Child, Preschool</subject><subject>Children & youth</subject><subject>Developmental psychology</subject><subject>Education</subject><subject>Educational Status</subject><subject>Female</subject><subject>Follow-Up Studies</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>High School Graduates</subject><subject>Humans</subject><subject>Language acquisition</subject><subject>Language Development</subject><subject>Language Disorders - diagnosis</subject><subject>Language Skills</subject><subject>Language Tests</subject><subject>Male</subject><subject>Mothers</subject><subject>Mothers - psychology</subject><subject>Preschool Children</subject><subject>Prospective Studies</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Spontaneous language samples from 240 three-year-old children were analyzed to determine mean length of utterance in morphemes (MLUm), number of different words (NDW), total number of words (TNW), and percentage of consonants correct (PCC). A norm-referenced, knowledge-dependent measure of language comprehension, the Peabody Picture Vocabulary Test-Revised (PPVT-R), was also included for purposes of comparison with the spontaneous measures. Three levels of maternal education were compared: less than high school graduate, high school graduate, and college graduate. Trend analyses showed statistically significant linear trends across educational levels for MLUm, NDW, TNW, and PPVT-R; the trend for PCC was not significant. The relationship of maternal education and other sociodemographic variables to measures of children's language should be examined before using such measures to identify children with language disorders.</abstract><cop>Rockville, MD</cop><pub>ASHA</pub><pmid>10599625</pmid><doi>10.1044/jslhr.4206.1432</doi><tpages>12</tpages></addata></record> |
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| identifier | ISSN: 1092-4388 |
| ispartof | Journal of speech, language, and hearing research, 1999-12, Vol.42 (6), p.1432-1443 |
| issn | 1092-4388 1558-9102 |
| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Education Source |
| subjects | Academic achievement Adult Age Factors Biological and medical sciences Child Child Development Child Language Child, Preschool Children & youth Developmental psychology Education Educational Status Female Follow-Up Studies Fundamental and applied biological sciences. Psychology High School Graduates Humans Language acquisition Language Development Language Disorders - diagnosis Language Skills Language Tests Male Mothers Mothers - psychology Preschool Children Prospective Studies Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Relationship Rural Population Speech - physiology Speech development Urban Population |
| title | Maternal Education and Measures of Early Speech and Language |
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