Language skills in low-SES rural Appalachian children: normative development and individual differences, infancy to preschool

This longitudinal study compared low-socioeconomic status (SES) rural Appalachian children with normative populations on standardized measures of language skills. At 15 months, language skills were similar to those of normative populations, but at 4 years and prior to kindergarten entry, a majority...

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Veröffentlicht in:	Journal of applied developmental psychology 2003, Vol.23 (5), p.539-565
Hauptverfasser:	Fish, Margaret, Pinkerman, Brenda
Format:	Artikel
Sprache:	eng
Schlagworte:	Appalachian children Biological and medical sciences Child Child development Developmental psychology Fundamental and applied biological sciences. Psychology Language skills Low-SES Newborn. Infant Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology
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container_end_page	565
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container_title	Journal of applied developmental psychology
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creator	Fish, Margaret Pinkerman, Brenda
description	This longitudinal study compared low-socioeconomic status (SES) rural Appalachian children with normative populations on standardized measures of language skills. At 15 months, language skills were similar to those of normative populations, but at 4 years and prior to kindergarten entry, a majority of children had low language skills. Within-group individual differences were predicted by contextual, child, and maternal interaction variables, with more variance accounted for at the preschool assessments than in infancy. Maternal interaction, child temperament, infant language skills, and number of books discriminated children with higher language scores at 4 years. Entering kindergarten, children with higher language scores were distinguished by higher infant and 4-year language skills, more books, and greater likelihood of secure infant attachment.
doi_str_mv	10.1016/S0193-3973(02)00141-7
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At 15 months, language skills were similar to those of normative populations, but at 4 years and prior to kindergarten entry, a majority of children had low language skills. Within-group individual differences were predicted by contextual, child, and maternal interaction variables, with more variance accounted for at the preschool assessments than in infancy. Maternal interaction, child temperament, infant language skills, and number of books discriminated children with higher language scores at 4 years. Entering kindergarten, children with higher language scores were distinguished by higher infant and 4-year language skills, more books, and greater likelihood of secure infant attachment.</description><subject>Appalachian children</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child development</subject><subject>Developmental psychology</subject><subject>Fundamental and applied biological sciences. 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subjects	Appalachian children Biological and medical sciences Child Child development Developmental psychology Fundamental and applied biological sciences. Psychology Language skills Low-SES Newborn. Infant Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology
title	Language skills in low-SES rural Appalachian children: normative development and individual differences, infancy to preschool
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