Effects of a Home Intervention Program on Maternal Language

Inselberg, Rachel; Oswald, Jolene

doi:10.1007/978-1-4613-3479-8_15

Cited by 1 publication

(3 citation statements)

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“…In contrast to the earlier posttest (Inselberg & Oswald, 1982), in the current follow-up, the experimental mothers no longer reasoned; namely, provided cause and effect explanations, to a greater extent than the original controls. Also, both experimental and original control mothers associated and reasoned to a lesser extent than did the professional mothers.…”

Section: Discussioncontrasting

confidence: 71%

“…It should be pointed out that the specificity of the experimental mothers' language was manifested for the most part with stories on the building picture, which came closest in form and subject matter to materials used during intervention. Such was also the case with the first posttest (Inselberg & Oswald, 1982). More specific language was used in storytelling about a picture also similar to the intervention materials.…”

Section: Discussionmentioning

confidence: 98%

“…In a past study (inselberg & Oswald, 1982), of which the current study is a follow-up, the language of 15 randomly selected low-income experimental mothers who participated in an intervention program with their preschool children was compared with the language of 15 also randomly selected control group mothers who, together with their children, were not exposed to the program. The object of the program was to promote verbal interaction between mother and child and to promote maternal language which was specific, descriptive, and manifested higher-order mental processes.…”

Section: Initial Studymentioning

confidence: 99%

See 2 more Smart Citations

Maternal Language and Children's Receptive Language Five Years After an Intervention Program

Inselberg

Larson

1988

Home Economics Research Journal

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In a follow‐up of experimental mother‐child pairs and their controls, the objec tive was to determine whether differences existed between the groups in ma ternal language and children's receptive language five years after a home‐based intervention program with the experimental group. In order to provide a lan guage “reference standard,” a professional control group was added. Mothers were interviewed and asked to tell stories to their children. The Peabody Picture Vocabulary Test was administered to the children, with the receptive language gains of the experimental children found to be sustained. The experimental mothers used more specific language when storytelling than the original con trols, manifesting greater frequencies of noun and adjectival usage and refer ences to certain concepts, such as color, space, and number. They also showed greater similarity to the professional mothers than did the original controls. The specificity of the experimental mothers' language appeared to be associated with materials used.