Infant Communication and Subsequent Language Development in Children from Low-Income Families

Cates, Carolyn Brockmeyer; Dreyer, Benard P.; Berkule, Samantha B.; White, Lisa J.; Arevalo, Jenny; Mendelsohn, Alan L.

doi:10.1097/dbp.0b013e318264c10f

Cited by 67 publications

(41 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Indeed, such activities and experiences are known to contribute to the child's cognitive, communicative, motor and socio-emotional development (Cates et al, 2012;Miquelote, Santos, Caçola, Montebelo, & Gabbard, 2012). In addition, the provision of age appropriate toys has been associated with better cognitive and language development and reduction of the need for early intervention to support their development (Dos Santos et al, 2008;Thepsuthammarat, Thinkhamrop, & Choprapawon, 2012;Tomopoulos et al, 2006).…”

mentioning

confidence: 99%

Development and initial validation of the comprehensive early childhood parenting questionnaire (CECPAQ) for parents of 1–4 year-olds

Verhoeven

Deković

Bodden

et al. 2016

European Journal of Developmental Psychology

View full text Add to dashboard Cite

mentioning

confidence: 99%

Development and initial validation of the comprehensive early childhood parenting questionnaire (CECPAQ) for parents of 1–4 year-olds

Verhoeven

Deković

Bodden

et al. 2016

European Journal of Developmental Psychology

View full text Add to dashboard Cite

“…3 As parents are "a child's first and most important teachers," 4 the quality of cognitive stimulation in the home, especially before school entry, strongly influences achievement and health outcomes. [5][6][7][8] Children's books are catalysts for parent-child engagement during sensitive developmental stages when brain growth and plasticity are maximal. 9,10 They provide broader, more grammatically correct vocabulary and range of subject matter than everyday conversation, especially in low-socioeconomic status (SES) households.…”

Section: What This Study Addsmentioning

confidence: 99%

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

et al. 2015

Self Cite

View full text Add to dashboard Cite

BACKGROUND AND OBJECTIVES: Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level-dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning).METHODS: Nineteen 3-to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level-dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation.RESULTS: Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P , .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a "hub" region supporting semantic language processing, controlling for household income. CONCLUSIONS:In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy. WHAT'S KNOWN ON THIS SUBJECT:The American Academy of Pediatrics recommends parent-child reading from infancy through at least kindergarten, the span of maximal brain growth. Home literacy environment, including reading behaviors and access to books, has been shown to promote oral language and print concepts. WHAT THIS STUDY ADDS:Home reading environment is positively associated with activation of brain areas supporting narrative comprehension and mental imagery in preschool children. This offers novel insight into the neurobiological foundations of emergent literacy and potential effect of shared reading during early childhood. Dr Hutton conceptualized and designed the study, performed all data analysis, and drafted the initial manuscript and subsequent revisions; Dr Horowitz-Kraus provided guidance on study design and analysis, assisted with coordination of data collection, and reviewed and revised the manuscript; Dr Mendelsohn served as national outside facilitator and mentor for this project, provided advice on the use of the StimQ measure, and reviewed and revised the manuscript; Dr...

show abstract

“…Pre-linguistic communication skills, such as those assessed through the CSBSDP (Wetherby & Prizant, 2002), play a vital role in shaping language learning trajectories (Cates et al, 2012). Given the strong evidence to suggest that early language intervention with a focus on pre-linguistic development has a positive impact on outcomes for children with developmental delays or disorders and their families (Landa, Holman, O'Neill, & Stuart, 2011;Schertz & Odom, 2007;Wetherby & Woods, 2006;Woods, Kashinath, & Goldstein, 2004), the preliminary findings of pre-linguistic skill deficits based on parental recall and auditory comprehension deficits based on current language performance in a child with GAL suggest that further investigation is warranted.…”

Section: Discussionmentioning

confidence: 99%

Impaired language abilities and pre-linguistic communication skills in a child with a diagnosis of galactosaemia

Lewis

Coman

Syrmis

et al. 2013

Early Child Development and Care

View full text Add to dashboard Cite

Variable language outcomes have been reported in children with the metabolic disorder galactosaemia (GAL), but these outcomes do not appear to be related to the severity of symptoms in the neonatal period, compliance with the non-dairy diet, or IQ. Currently, there is no means by which at-risk children with GAL can be identified early to initiate proactive language support. This case -control study aimed to provide preliminary data on pre-linguistic communication skills and current language skill performance in a male school-aged child with the disorder. Although the child's cognitive skills were in the average range, he presented with significantly reduced auditory comprehension skills and reduced skills across a number of pre-linguistic behaviours known to predict subsequent language skill development. The findings suggest that further investigation of early-developing pre-linguistic communication skills in children with GAL is warranted, in particular, prospective monitoring of emergent pre-linguistic communication skills in infants with the disorder.

show abstract

Infant Communication and Subsequent Language Development in Children from Low-Income Families

Cited by 67 publications

References 22 publications

Development and initial validation of the comprehensive early childhood parenting questionnaire (CECPAQ) for parents of 1–4 year-olds

Development and initial validation of the comprehensive early childhood parenting questionnaire (CECPAQ) for parents of 1–4 year-olds

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

Impaired language abilities and pre-linguistic communication skills in a child with a diagnosis of galactosaemia

Contact Info

Product

Resources

About