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A parent-directed language intervention for children of low socioeconomic status: a randomized controlled pilot study.
Open accessAbstract
We designed a parent-directed home-visiting intervention targeting socioeconomic status (SES) disparities in children's early language environments. A randomized controlled trial was used to evaluate whether the intervention improved parents' knowledge of child language development and increased the amount and diversity of parent talk. Twenty-three mother-child dyads (12 experimental, 11 control, aged 1;5-3;0) participated in eight weekly hour-long home-visits. In the experimental group, but not the control group, parent knowledge of language development increased significantly one week and four months after the intervention. In lab-based observations, parent word types and tokens and child word types increased significantly one week, but not four months, post-intervention. In home-based observations, adult word tokens, conversational turn counts, and child vocalization counts increased significantly during the intervention, but not post-intervention. The results demonstrate the malleability of child-directed language behaviors and knowledge of child language development among low-SES parents.
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“Sensitive responsiveness is a modi fi able risk factor that has been successfully trained in parents in randomized controlled trials and shown to improve the language development of children.”
From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]
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“Sensitive responsiveness is a modi fi able risk factor that has been successfully trained in parents in randomized controlled trials and shown to improve the language development of children.”
From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“Sensitive responsiveness is a modi fi able risk factor that has been successfully trained in parents in randomized controlled trials and shown to improve the language development of children.”
From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]
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“Conclusions about causality can only be made in the context of experimental studies, 58,91 -93 and approximations of causality may be derived from longitudinal designs that address directionality and temporal precedence. 94”
From Parenting Behavior and Child Language: A Meta-analysis. (2019) · cites this paper as [92]
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Metadata
- Authors
- SUSKIND, D. L., LEFFEL, K. R., GRAF, E., HERNANDEZ, M. W., GUNDERSON, E. A., SAPOLICH, S. G., SUSKIND, E., LEININGER, L., GOLDIN-MEADOW, S., & LEVINE, S. C.
- Affiliations
- University of Chicago (US)
- Temple University (US)
- University of Illinois Chicago (US)
- Corresponding author
- SUSKIND, DANA L.
- ORCID
- Venue
- Journal of Child Language
- Publisher
- Cambridge University Press (CUP)
- Published
- 2015-06-04
- Volume
- 43
- Issue
- 2
- Pages
- 366-406
- ISSN
- 0305-0009 (ISSN-L)
- 1469-7602
- PMC
- PMC10835758
- OpenAlex
- W2121109532
- Cited by
- 335
- References
- 70
- Citations by year
- 2026: 11 · 2025: 23 · 2024: 18 · 2023: 27 · 2022: 72 · 2021: 27 · 2020: 67 · 2019: 30 · 2018: 22 · 2017: 24 · 2016: 11 · 2015: 2
- FWCI
- 49.52
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Child Language (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Center for Research Resources (KL2RR025000, UL1RR024999)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- parent-mediated intervention, home visiting intervention, low socioeconomic status, language environment, child language acquisition, parent-child interaction, early childhood language, socioeconomic disparities, mother-child dyads, child vocalizations
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