Examining the validity of the family investment and stress models and relationship to children's school readiness across five cultural groups.

Iruka, Iheoma U.; LaForett, Doré R.; Odom, Erika

doi:10.1037/a0028290

Cited by 76 publications

(46 citation statements)

References 65 publications

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“…In contrast, those parents who are warm and supportive, set consistent routines for their children, and provide more cognitively stimulating environments may facilitate their children's cognitive, behavioral, and academic development, even after accounting for SES and other sociodemographic characteristics (Iruka, LaForett, & Odom, 2012). Doing so may reduce the risk of having a limited vocabulary (Morgan et al, 2015).…”

Section: Importance Of Control For Confounding Factorsmentioning

confidence: 96%

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Morgan

Hammer

Farkas

et al. 2016

Am J Speech Lang Pathol

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Purpose: We sought to identify factors predictive of or associated with receipt of speech/language services during early childhood. We did so by analyzing data from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B; Andreassen & Fletcher, 2005), a nationally representative data set maintained by the U.S. Department of Education. We addressed two research questions of particular importance to speech-language pathology practice and policy. First, do early vocabulary delays increase children's likelihood of receiving speech/language services? Second, are minority children systematically less likely to receive these services than otherwise similar White children? Method: Multivariate logistic regression analyses were performed for a population-based sample of 9,600 children and families participating in the ECLS-B.Results: Expressive vocabulary delays by 24 months of age were strongly associated with and predictive of children's receipt of speech/language services at 24, 48, and 60 months of age (adjusted odds ratio range = 4.32-16.60). Black children were less likely to receive speech/language services than otherwise similar White children at 24, 48, and 60 months of age (adjusted odds ratio range = 0.42-0.55). Lower socioeconomic status children and those whose parental primary language was other than English were also less likely to receive services. Being born with very low birth weight also significantly increased children's receipt of services at 24, 48, and 60 months of age. Conclusion: Expressive vocabulary delays at 24 months of age increase children's risk for later speech/language services. Increased use of culturally and linguistically sensitive practices may help racial/ethnic minority children access needed services.

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Section: Importance Of Control For Confounding Factorsmentioning

confidence: 96%

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Morgan

Hammer

Farkas

et al. 2016

Am J Speech Lang Pathol

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“…Feldman and Masalha () attributed their finding that maternal sensitivity was predictive of Israeli Jewish, but not Palestinian, toddlers’ social competence to the view that greater emphases on hierarchy and compliance among Palestinian parents might have lessened the importance of mothers’ sensitivity for children's socialization. Another study that tested whether parental activities mediated the association between SES and preschoolers’ preacademic skills across ethnic groups found that parenting literacy practices might not be culturally relevant for non‐White parents (Iruka, LaForett, & Odom, ). Testing for moderation by ethnicity is important because European American values regarding rearing practices and parental investments tend to be different from those of Latino parents (Fuligni & Brooks‐Gunn, ).…”

Section: Moderation By Gender and Ethnicitymentioning

confidence: 99%

The Early Home Environment of Latino Boys and Their Peers: A Developmental Perspective

Cabrera

Malin

Kuhns

et al. 2016

Infant Mental Health Journal

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Using a sample (N = 5,200) drawn from the Early Childhood Longitudinal Study-Birth Cohort, we examined Latino boys' developmental profiles and their early home experiences from 9 months to kindergarten entry in comparison to their peers-Latina girls and White boys. We also examined how children's early home experiences related to outcomes at kindergarten entry and whether these varied by gender and ethnicity. Controlling for socioeconomic indicators, the largest mean group differences were between Latino and White boys, beginning at 24 months and persisting at kindergarten entry. There were modest differences between Latino boys and Latina girls on some outcomes, with boys showing an early and persistent advantage in math and girls showing a persistent advantage in social skills. Household resources and maternal and paternal investments in literacy activities were the strongest predictors of children's preacademic skills at kindergarten entry. Our model did not vary by gender or ethnicity, suggesting that the ingredients for learning are the same for all children.

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“…The MDoC Positive and Negative Affect scales also replicated past videotaped and observed measures of maternal affect in their associations with family demographics (Bradley, Corwyn, Pipes McAdoo, & Garcia Coll, 2001; Iruka, LaForett, & Odom, 2012; Lugo-Gil & Tamis-LeMonda, 2008), maternal mental health (Baker et al, 2000; Olino et al, 2011), and child behaviour (Callahan, Scaramella, Laird, & Sohr-Preston, 2011; Denham et al, 2000; Dennis, 2006). Further, the predictors of these scales resembled those of observed maternal affect scales in past studies.…”

Section: Discussionmentioning

confidence: 65%

The Maternal Description of Child (MDoC): A New Audiotaped Measure of Maternal Affect

Martin

Razza

Brooks‐Gunn

2015

Infant and Child Development

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We report on a new measure of maternal affect from an ongoing multi-site birth cohort study with primarily low-income families, the Fragile Families and Child Wellbeing Study. At child age of 5 years, mothers were asked to describe their child in a short, semi-structured home interview. One innovation of this measure – called the Maternal Description of Child (MDoC) – is that it captured maternal affect via audiotape rather than videotape. Based on mothers’ talk about their child, coders scored mothers on Positive Affect, Negative Affect, and Detachment. Evidence is presented to support the convergent and predictive validity of these scales. Given that objective measures of parenting are generally preferable to self-reported measures, further research should determine whether the MDoC can be successfully administered by phone. If it can, the MDoC would allow large-scale phone surveys to measure maternal affect for the first time.

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Examining the validity of the family investment and stress models and relationship to children's school readiness across five cultural groups.

Cited by 76 publications

References 65 publications

Who Receives Speech/Language Services by 5 Years of Age in the United States?

Who Receives Speech/Language Services by 5 Years of Age in the United States?

The Early Home Environment of Latino Boys and Their Peers: A Developmental Perspective

The Maternal Description of Child (MDoC): A New Audiotaped Measure of Maternal Affect

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