Division of Speech and Hearing Sciences, Faculty of Education, The University of Hong Kong, Hong Kong.
School of Psychology, The University of Auckland, New Zealand.
Lang Speech Hear Serv Sch. 2020 Oct 2;51(4):1049-1070. doi: 10.1044/2020_LSHSS-19-00095. Epub 2020 Aug 5.
Purpose The current study was designed to investigate the differences in language input related to family factors (maternal level of education [MLE] and socioeconomic level of deprivation [SLD]) and their association with language outcomes in preschoolers. Method This study used New Zealand SLD and MLE classification systems to examine differences in language input related to these factors among 20 typically developing preschool children aged 2-5 years. The quantity of children's language input (adult words [AWs], conversational turns [CTs]) was calculated using the Language ENvironment Analysis audiotaping technology for two typical weekend days. Four 5-min Language ENvironment Analysis recording segments were transcribed and coded, and parental language strategies were classified as optimal language strategy, moderate language strategy, or sub-optimal language strategy (S-OLS) for child language outcomes. The receptive and expressive language of each child was assessed using the Preschool Language Scales-Fifth Edition. Results Mann-Whitney tests showed significant differences between the quantity of language input (AWs/hr, CTs/hr) for high and low MLE and high and low SLD groups. Consistent with the literature, the use of S-OLSs was significantly lower for families with high MLE ( = .25, IQR = .14) and low SLD ( = .22, IQR = .13) than for families with low MLE ( = .41, IQR = .24) and high SLD ( = .41, IQR = .26). Spearman correlation coefficients indicated significant associations between language input (AWs/hr, CTs/hr, S-OLSs) and language outcomes. Conclusions Reduced language input and the frequent use of S-OLSs associated with low maternal education and high deprivation and low language outcomes for these children highlight the importance for all parents/families to learn optimal language strategies to support the development of strong language skills in their children in young age.
目的 本研究旨在调查与家庭因素（母亲受教育程度 [MLE] 和社会经济剥夺程度 [SLD]）相关的语言输入差异及其与学龄前儿童语言结果的关系。
方法 本研究使用新西兰 SLD 和 MLE 分类系统，在 20 名 2-5 岁的典型学龄前儿童中，检查与这些因素相关的语言输入差异。使用语言环境分析录音技术计算儿童语言输入量（成人词 [AWs]、对话回合 [CTs]）。对两个典型的周末进行了 4 次 5 分钟的语言环境分析录音片段的转录和编码，并将父母的语言策略分类为儿童语言结果的最佳语言策略、中等语言策略或次优语言策略（S-OLS）。使用学前语言量表-第五版评估每个儿童的接受性和表达性语言。
结果 曼-惠特尼检验显示，高 MLE 和低 MLE 组以及高 SLD 和低 SLD 组的语言输入量（AWs/hr、CTs/hr）存在显著差异。与文献一致，高 MLE（ =.25，IQR =.14）和低 SLD（ =.22，IQR =.13）家庭的 S-OLSs 使用频率明显低于低 MLE（ =.41，IQR =.24）和高 SLD（ =.41，IQR =.26）家庭。Spearman 相关系数表明语言输入（AWs/hr、CTs/hr、S-OLSs）与语言结果之间存在显著关联。
结论 与低母亲教育和高剥夺相关的语言输入减少和频繁使用 S-OLSs 以及这些儿童的低语言结果，强调了所有父母/家庭学习最佳语言策略的重要性，以支持他们在年幼时孩子发展强大的语言技能。
