Parental estimates of children's receptive vocabulary

Sattler, Jerome M.; Feldman, Jeannine; Bohanan, Ann L.

doi:10.1002/1520-6807(198507)22:3<303::aid-pits2310220312>3.0.co;2-j

Cited by 22 publications

(22 citation statements)

References 4 publications

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“…Both mothers appeared to be sensitive to their child's expressive language in that they both followed their children's remarks with utterances that made for contingent information exchanges and topic relevant remarks. They also both accurately predicted their children's ability to name pictured objects (see also Gleason & Weintraub 1978, Sattler, Feldman & Bohanan 1985. If anything, the mother of the language-impaired child appeared even more in tune with her child's linguistic ability in that she accurately predicted his responses on a receptive vocabulary test beyond chance levels, while the mother of the language-normal child did not.…”

Section: Discussionmentioning

confidence: 96%

Repeated maternal book reading with two children: language-normal and language-impaired

Evans

Schmidt

1991

First Language

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The nature of mother-child interactions when repeatedly reading the same book was examined in two dyads, one having a languageimpaired child (age 3;9), and the other a language-normal child (age 2;2) matched on mean length of utterance and expressive vocabulary. Each mother tape-recorded nine sessions reading the same picture book in her home with her son over a five month period. Each dyad displayed distinctive interaction styles, the dyad with the languageimpaired child being initially characterized by many maternal verbal obliges and many child failures to respond correctly. In later sessions, however, this child answered questions with fewer errors and become more active by contributing more statements and more verbal obliges himself. Throughout the study, the dyad with the language-normal child displayed a more equal balance of power characterized by statements and acknowledgments from both mother and child. Both children engaged in deferred imitation, introducing in later sessions labels mentiond by mothers in earlier sessions. The language-impaired child was more likely to do this if he had repeated the label when his mother first mentioned it.The effect of the linguistic environment on a child's language development is a topic of considerable interest to both researchers and clinicians. There is ample documentation that adults modify their speech to preschool children, providing a shortened and simplified speech which focuses on the 'here-and-now' (Snow 1972). This unique register, labelled motherese, has been hypothesized to facilitate language acquisition (Rondal 1985, Snow & Ferguson 1977, although there is a lack of consensus on exactly how it * We are grateful for the sustamed participation of the two mothers and their children who made this study possible

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Section: Discussionmentioning

confidence: 96%

Repeated maternal book reading with two children: language-normal and language-impaired

Evans

Schmidt

1991

First Language

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“…Researchers in these studies asked parents to estimate children's specific skills in a particular domain and used their estimates as a basis for calculating age equivalence scores (e.g., Byrne, Backman, & Smith, 1986). Alternatively, Sattler, Feldman, and Bohanan (1985) asked parents to rate their children's vocabulary abilities as compared to their peers by using a Likert-like scale. Investigators then transformed this rating into a standard score.…”

Section: Methods Of Estimating Congruencementioning

confidence: 99%

“…Sattler et al (1985) examined the possibility that the difference in the size of the correlation coefficients obtained was a function of how ratings were obtained from parents (either by asking global ratings of abilities or by asking for predictions of children's responses to specific test items). They examined this phenomenon by comparing global ratings obtained from a modified Peabody Picture Vocabulary Test-Revised (PPVT-R) (cited in Sattler et al, 1985) to actual test scores on the PPVT-R. They also examined agreement between parents and professionals on specific test responses, asking parents to predict their children's performance on each item.…”

Section: Relationship Between Methodology and Congruencementioning

confidence: 99%

“…Whereas some investigators used previously existing instruments (n = 13) to obtain estimates from parents (e.g., Beckman, 1984), others modified existing assessment instruments (n = 8), such as the BSID, for use as a parent interview (e.g., Sattler et al, 1985). In four studies, estimates were obtained by other interview methods (e.g., Coplan, 1982).…”

Section: Effects Of Instrument Quality On Congruencementioning

confidence: 99%

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Congruence Between Parentsapos; and Professionals' Judgments About the Development of Young Children with Disabilities

Dinnebeil¹,

Rule

1994

Topics in Early Childhood Special Education

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It is mandated by P.L. 99-457 that parents be active participants on their children's interdisciplinary teams (Nash, 1990). An important part of these teams' work is to assess children's developmental needs and plan programs accordingly. Because information from parents can contribute to this assessment, it is reasonable to examine the quality of that information. Historically, the quality of parents' information has been inferred from the degree of congruence between their judgments and those of professionals. Some previous research suggests that parents' estimates of their children's abilities are higher than those of professionals (Sheehan, 1988). The purpose of this study was to conduct a literature review of congruence between parental estimates and professionals' assessments and identify factors that might affect the degree of congruence. The results suggest that (a) there are strong, positive correlations between parental and professional judgments, and (b) methodology relates to the degree of congruence between parental and professional judgments. Several cautions regarding interpretations of the accuracy and validity of parents' judgments based upon congruence estimates are examined.Valid assessments of young children with disabilities are best made by collecting information from multiple sources. Bagnato and Neisworth (1991) described this process as convergent assessment, which has as its aim "the synthesis of information gathered from several sources, instruments, settings, and occasions to pro-

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“…We know that parents' estimates of intelligence provide a fairly accurate approximation of their children's performance on objective tests (Sattler et al, 1985) and it would be surprising if these estimates did not inform their views about their children's future. At the same time, childhood overactivity and the related problems of inattention and impulsiveness (Schachar, 1991) are associated with a range of problems in both the intellectual and the social domains that might be expected to interfere with eventual school performance (see Sonuga-Barke et al, 1994 for a discussion).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Pre‐school Children's Intelligence and Adjustment on their Parents’ Long‐term Educational Expectations

Sonuga‐Barke

Stevenson

Thompson

et al. 1995

Educational Psychology

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The present study set out to examine the role played by preschool children's intellectual and behavioural characteristics in their parents' expectations for school performance. Preschool children who were expected by their parents to attend university were compared with those who were expected to leave school at the earliest opportunity. Children whose parents had lower expectations came from lower social classes and tended to be boys. The two groups differed in a number of other ways. The high expectations group tended to be more intelligent and less overactive. When the associations between expectations, sex and SES were controlled for, these differences persisted. The findings show that there is already an association between high educational expectations and educational advantage before children enter school. Educationalists should be cautious when developing policy on the basis of the assumption that the reported association between parental expectations and school achievement reflects the impact of expectations rather than the persistence of early acquired competence.

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Parental estimates of children's receptive vocabulary

Cited by 22 publications

References 4 publications

Repeated maternal book reading with two children: language-normal and language-impaired

Repeated maternal book reading with two children: language-normal and language-impaired

Congruence Between Parentsapos; and Professionals' Judgments About the Development of Young Children with Disabilities

The Impact of Pre‐school Children's Intelligence and Adjustment on their Parents’ Long‐term Educational Expectations

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