Reporting of Socioeconomic Status in Pediatric Language Research

Inglebret, Ella; Bailey, Shana; Clothiaux, Jeanne Amie; Skinder-Meredith, Amy; Monson, Kayla; Cleveland, Lesli

doi:10.1044/2017_ajslp-16-0229

Cited by 12 publications

(7 citation statements)

References 36 publications

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“…Moreover, it is noteworthy that only three studies controlled for SES (Conway et al, 1980; Tomasello et al, 1986; Butler et al, 2003). Considering the influence of SES on both the parental linguistic input and the children's linguistic skills found within the general population (Hoff, 2003; Schwab and Lew-Williams, 2016; Inglebret et al, 2017), as well as the preliminary data regarding the negative association between twin births and SES (McKay, 2010), further studies would need to control for this variable.…”

Section: Methodological Issuesmentioning

confidence: 99%

“…Socioeconomic status (SES) is an important factor as well. Children at the lower levels of SES experience a lessened quantity and quality of linguistic input (Schwab and Lew-Williams, 2016; Inglebret et al, 2017). Specifically, Hoff (2003) highlighted the mediation role of the linguistic environment on the association between SES and the child's linguistic development.…”

Section: Introductionmentioning

confidence: 99%

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Twins' and Singletons' Linguistic Environment: A Systematic Review

et al. 2019

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Background: Among twins, lower linguistic skills emerged when compared with singletons. Considering the association found between parental linguistic input and children's language development, exploring the differences between twins and singletons' linguistic environments could find variables that are potentially associated with the lower linguistic skills of twins.Aim: The current systematic review aims to analyze and systematize the existing literature focused on the comparison of twins' and singletons' linguistic environments within their first 3 years of life. Methodological issues (i.e., the procedure used to assess the linguistic environment, the coding of the linguistic environment's features, the computational method employed to assess the parental linguistic input, and participant characteristics) and differences found among twins and singletons regarding their linguistic environment (i.e., linguistic input quantity, linguistic input complexity, linguistic features of child-directed speech, parental responsiveness, and directiveness, joint attention, and book reading) were highlighted.Method: The Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement was followed. Eligible studies were searched through EBSCO, PubMed, and Web of Science. From this search, 1,347 study results emerged, and 8 studies were included.Results: To our knowledge, this is the first systematic review focused on the comparison of twins' and singletons' linguistic environments. Differences between the groups were found in all of the included studies. Data against twins were generally identified regarding all the considered linguistic environment's features. However, conflicting results within and between the included studies emerged, mainly according to the computational method employed (i.e., twin moms value, twin direct dyadic value, twin direct dyadic + both value, and input directed toward both children simultaneously).Conclusion: The disadvantaged linguistic environment of twins is likely due to limited parental resources and demands associated with the management of two children of the same age. However, the limited and conflicting data found did not allow for a firm conclusion to be drawn on the differences in the twins' and singletons' linguistic environments. Further studies on the topic are needed.

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Section: Methodological Issuesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Twins' and Singletons' Linguistic Environment: A Systematic Review

et al. 2019

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“…In addition, SES was defined using the school-wide proportion of FRPL eligibility as such information at just the kindergarten level was unavailable. Although these proportions are likely similar, we cannot conclude this and therefore recommend that future studies with the QUILS systematically capture individual variation in SES through collection of maternal education and/or household income data (Inglebret et al, 2017).…”

Section: Discussionmentioning

confidence: 81%

“…The highest education level of the primary caregivers in the low-SES group ranged from less than a high school diploma to associate's degree whereas, for the mid-SES group, a bachelor's degree or higher was earned. Although there are other SES indicators (e.g., income, occupation), the use of caregiver educational attainment relative to categories (e.g., high school graduate, bachelor's degree) like that in Levine et al is common in pediatric language research (Inglebret et al, 2017).…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

The Impact of SES on Language Domain in Kindergartners’ Quick Interactive Language Screener (QUILS) Performance

Weiler

Decker

2021

Communication Disorders Quarterly

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To explore the relationship between socioeconomic status (SES) and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners. Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools. SES impacts language-learning processes (i.e., fast mapping) in addition to language products (i.e., vocabulary, syntax).

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“…Abbeduto et al, 2008) and IQ (Abbeduto et al, 1998). There is little evidence related to the relationship between household income, maternal education level, and repair requests, despite empirically established positive relationships between socioeconomic status and language development (e.g., vocabulary knowledge; see seminal work by Hart & Risley, 1995; see also Inglebret et al, 2017). More broadly, socioeconomic status has been linked to multiple areas of children's development (for a review, see Bradley & Corwyn, 2002).…”

Section: Language Iq and Demographic Variablesmentioning

confidence: 99%

Requests for Communication Repair Produced by Typically Developing Preschool-Age Children

Julien

Finestack

Reichle

2019

J Speech Lang Hear Res

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Purpose When breakdowns in communication occur, children may request a repair to increase understanding of the message. Unrepaired communication breakdowns may cause confusions, limit conversational exchanges, and restrict children's learning opportunities. Relatively little is known regarding the conditions under which children produce repair requests. Thus, this study examined the verbal communication repair requests produced by typically developing children and evaluated the relationship between children's repair requests and performance on a theory of mind task. Method Participants included 25 typically developing 4-year-old children who completed standardized, norm-referenced assessments of their expressive language, receptive language, and IQ; a theory of mind task; and a shared book reading task. In the shared book reading task, the examiner elicited child repair requests using questions and statements that contained insufficient information. Results Participants produced a statistically significant greater number of repair requests when presented with questions with insufficient information compared to statements with insufficient information ( p < .001). There were no differences in total repair requests between participants who passed or failed the theory of mind task ( p = .45). Conclusion Among preschool-age children, the shared book reading task provided a naturalistic medium that facilitated the examination of children's repair requests. Results from this study provide baseline information to which the repair requests produced by other populations, such as children with autism spectrum disorder, can be compared.

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Reporting of Socioeconomic Status in Pediatric Language Research

Cited by 12 publications

References 36 publications

Twins' and Singletons' Linguistic Environment: A Systematic Review

Twins' and Singletons' Linguistic Environment: A Systematic Review

The Impact of SES on Language Domain in Kindergartners’ Quick Interactive Language Screener (QUILS) Performance

Requests for Communication Repair Produced by Typically Developing Preschool-Age Children

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