Hostname: page-component-745bb68f8f-l4dxg Total loading time: 0 Render date: 2025-01-25T00:27:51.556Z Has data issue: false hasContentIssue false
  • English
  • Français

Maternal sensitivity to vocabulary development in specific language-impaired and language-normal preschoolers

Published online by Cambridge University Press:  28 November 2008

Mary Ann Evans  and
Susanne Wodar
Mary Ann Evans*
Affiliation:
University of Guelph
Susanne Wodar*
Affiliation:
Peel Children's Centre, Brampton
*
Mary Ann Evans, Department of Psychology, University of Guelph, Guelph, Ontario NIG 2W1, Canada. Email: [email protected]
Mary Ann Evans, Department of Psychology, University of Guelph, Guelph, Ontario NIG 2W1, Canada. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examined mothers' accuracy in predicting the responses their children gave and the scores they achieved on two standardized vocabulary tests. Three groups of 16 mothers and their preschool children (specific language-impaired; age-matched, language-normal; and younger, language-matched, language-normal) completed the Peabody Picture Vocabulary Test-Revised, Expressive One-Word Picture Vocabulary Test-Revised, and Vineland Adaptive Behavior Scales. Mothers overestimated their children's standardized receptive and expressive scores, with the exception that the mothers' estimates of the receptive vocabulary scores for language-impaired children did not differ from the actual test scores. Mothers of age-matched normals were best able to predict the labels their children used to name various pictured items. However, the overall estimates by mothers of language-impaired children were more accurate than those by mothers of language-normal children.

Type
Articles
Information
Applied Psycholinguistics , Volume 18 , Issue 3 , July 1997 , pp. 243 - 256
Copyright
Copyright © Cambridge University Press 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Ackerman-Ross, A. E., & Khanna, P. (1989). The relationship of high quality daycare to middle-class 3-year-olds’ language performance. Early Childhood Research Quarterly, 4,97–116.CrossRefGoogle Scholar
Berko Gleason, J.Greif, E. B.Weintraub, S., & Fardella, J. (1977). Father doesn't know best: Parents’ awareness of their children's linguistic, cognitive, and affective development. Paper presented at the Society for Research in Child Development, New Orleans, LA.Google Scholar
Bohannon, J., & Hirsh-Pasek, K. (1984). Do children say as they are told? In Feagans, L., Garvey, C. & Golinkoff, R. (Eds.), The origins and growth of communication (pp. 176–195). Norwood, NJ: Ablex.Google Scholar
Chaffee, A., Cunningham, C. E., Secord-Gilbert, M., Elbard, H. & Richards, J. (1990). The influence of parenting stress and child behavior problems on parental estimates of expressive and receptive language problems. Journal of Abnormal Child Psychology, 19. 65–74.CrossRefGoogle Scholar
Conti-Ramsden, G. & Friel-Patti, S. (1983). Mother's discourse adjustments to language-impaired and non-language-impaired children. Journal of Speech and Hearing Disorders, 48, 360–367.CrossRefGoogle ScholarPubMed
Dunn, L. & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.Google Scholar
Evans, M. A. & Schmidt, F. (1991). Repeated maternal book reading with two children: Language-normal and language-impaired. First Language, 1, 269–287.CrossRefGoogle Scholar
Ewert, J. C. & Green, M. W. (1957). Conditions associated with the mother's estimate of the ability of her retarded child. American Journal of Mental Deficiency, 62, 521–533.Google ScholarPubMed
Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., Pethick, S. & Reilly, J. S. (1993). MacArthur Communicative Development Inventories. San Diego: Singular Publishing Group.Google Scholar
Gardner, M. (1990). Expressive One-Word Picture Vocabulary Test-Revised. Novato, CA: Academic Therapy.Google Scholar
Gorelick, M. C. & Sandhu, M. (1967). Parent perception of a retarded child's intelligence. Personnel and Guidance Journal, 46, 382–384.CrossRefGoogle Scholar
Heriot, J. T. & Schmickel, C. A. (1967). Maternal estimate of IQ in children evaluated for learning potential. American Journal of Mental Deficiency, 71, 920–924.Google ScholarPubMed
Lasky, E. Z. & Klopp, K. (1982). Parent-child interactions in normal and language-disordered children. Journal of Speech and Hearing Disorders, 47, 7–18.CrossRefGoogle ScholarPubMed
Leiter, R. G. (1948). Letter International Performance Scale. Chicago: Stoelting Co.Google Scholar
McCabe, A. (1989). Differential language learning styles in young children: The importance of context. Developmental Review, 9, 1–20.CrossRefGoogle Scholar
Miller, S. A., Manhal, M. & Mee, L. (1989, 04). Parental beliefs, parental accuracy, and children's development: A search for causal relations.Paper presented at the Biennial Meeting of the Society for Research in Child Development,Kansas City, MO.Google Scholar
Peterson, G. A. & Sherrod, K. B. (1982). Relationship of maternal language to language development and language delay of children. American Journal of Mental Deficiency, 86, 391–398.Google Scholar
Prout, H. T., Harper, D. C., Snider, B. & Lindgren, S. (1978). Comparisons between mothers’ and teachers’ evaluations of developmental status. Journal of Pediatric Psychology, 3, 57–61.Google Scholar
Rescorla, L. (1989). The Language Development Survey: A screening tool for delayed language in toddlers. Journal of Speech and Hearing Disorders, 54, 587–599.CrossRefGoogle ScholarPubMed
Rescorla, L. (1991). Identifying expressive language delay at age two. Topics in Language Disorders, 11, 14–20.CrossRefGoogle Scholar
Rescorla, L., Hadicke-Wiley, M. & Escarce, E. (1993). Epidemiological investigation of expressive language delay at age two. First Language, 13, 5–22.CrossRefGoogle Scholar
Sattler, J. M., Feldman, J. & Bohannon, A. L. (1985). Parental estimates of children's receptive vocabulary. Psychology in the Schools, 22, 303–307.3.0.CO;2-J>CrossRefGoogle Scholar
Schulman, J. L. & Stern, S. (1959). Parents’ estimate of the intelligence of retarded children. American Journal of Mental Deficiency, 68, 696–698.Google Scholar
Serbin, L. A., Steer, J. & Lyons, J. A. (1983). Mother's perceptions of the behaviour and problem-solving skills of their developmentally delayed sons. American Journal of Mental Deficiency, 88, 86–90.Google ScholarPubMed
Snow, C. E. & Ferguson, C. A. (Eds.). (1977). Talking to children: Language input and acquisition. Cambridge: Cambridge University Press.Google Scholar
Sparrow, S., Balla, D. & Cicchetti, D. (1984). Vineland Adaptive Behavior Scales. Circle Pines, MN: American Guidance Service.Google Scholar
Tiegerman, E. & Siperstein, M. (1984). Individual patterns of interaction in the mother-child dyad: Implications for parent intervention. Topics in Language Disorders, 4, 50–61.CrossRefGoogle Scholar
Tomblin, J. B., Hardy, J. C., & Hein, H. A. (1991). Predicting poor communication status in preschool children using risk factors at birth. Journal of Speech and Hearing Research, 34, 1096–1105.CrossRefGoogle ScholarPubMed
Whitehurst, G. J., Fischel, J. E., Lonigan, C. J., Valdez-Menchaca, M. C., DeBaryshe, B. D. & Caufield, M. B. (1988). Verbal interactions in families of normal and expressive language-delayed children. Developmental Psychology, 24, 690–699.CrossRefGoogle Scholar