Socioeconomic Variations in the Frequency of Parent Number Talk

A Meta-Analysis

Bibliographic Data

ID22045596
AuthorsEric Dearing (0000-0002-9001-8321, Boston College, corresponding author), Brenna M Casey (0000-0002-5750-6681, Boston College), Beth Casey (0009-0005-6707-4535, Boston College), Pamela Davis‐kean (0000-0001-8389-6268, University of Michigan), Sarah H Eason (0000-0002-7158-5769, Purdue University West Lafayette), Sarah Eason (Human Development & Family Studies, Purdue University, West Lafayette, IN 47906, USA), Elizabeth A Gunderson (0000-0001-7108-2283, Temple University), Elizabeth Gunderson (Temple University), Susan C Levine (0000-0002-8579-9290, University of Chicago), Elida V Laski (0000-0001-6009-5396, Boston College), Melissa E Libertus (0000-0002-6461-1156, University of Pittsburgh), Melissa Libertus (Learning Research & Development Center, University of Pittsburgh, Pittsburgh, PA 15260, USA), Linxi Lu (0000-0003-1832-6837, Boston College), Caitlin Mcpherran Lombardi (0000-0003-0261-8210, University of Connecticut), Ariadne Nelson (0000-0002-5132-0747, University of Chicago), Geetha B Ramani (0000-0002-0144-8021, University of Maryland, College Park), Geetha Ramani (Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, USA), María Inés Susperreguy (0000-0001-5584-2692, Pontificia Universidad Católica de Chile)
Year2022
Volume12
Issue5
Pages312
Publication date2022-04-29
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12050312
PMID38282965
OpenAlexW4229021780
LanguageEN
Citations received9
References cited53

Using data from 12 studies, we meta-analyze correlations between parent number talk during interactions with their young children (mean sample age ranging from 22 to 79 months) and two aspects of family socioeconomics, parent education, and family income. Potential variations in correlation sizes as a function of study characteristics were explored. Statistically significant positive correlations were found between the amount of number talk in parent-child interactions and both parent education and family income (i.e., r = 0.12 for education and 0.14 for income). Exploratory moderator analyses provided some preliminary evidence that child age, as well as the average level of and variability in socioeconomic status, may moderate effect sizes. The implications of these findings are discussed with special attention to interpreting the practical importance of the effect sizes in light of family strengths and debate surrounding “word gaps”

Mathematics education · Meta-analysis · Socioeconomic status · Sociology · Cognitive and developmental aspects of mathematical skills · Computer Science · Demography · Early Childhood Education and Development · Medicine · Psychology · Reading and Literacy Development

Tools

Open DOIOpen Access