Supporting Early Language by Supporting Systemic Solutions

A large body of research shows connections between infants’ and toddlers’ home language input and a wide range of receptive and expressive early language skills. Some facets of caretaker input and early language skills are associated with socioeconomic status (SES), though not all. Given the complexity of language learning, language use, and its many pathways of connection to SES, testing causal links between these dimensions is difficult at best. Interventions aimed at changing parent language use have seen mixed success, in part because “language infusions” generally fail to target underlying challenges facing underresourced families, and perhaps because parent language is the wrong target. System-level interventions such as paid parental leave and expansion and enrichment of childcare and early education options hold greater promise for improving families’ lives, with positive repercussions for a broad range of family and child outcomes, including linguistic ones

Business · Economics · Linguistics · Systemic risk · Child and Animal Learning Development · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development

• Enhancing the Prospective Acceptability of a Paediatric Speech and Language Therapy Intervention With Parents From Under‐Represented Communities

  Open Access•Lucy Rodgers, Nicola Botting et al.•Health Expectations•2026

  Incluir item

• The Association Between Socioeconomic Status and Oral Vocabulary in Young Children

  Open Access•Laura P McAvinue•First Language•2026

  Incluir item

• Variability and Consistency in Early Language Learning

  Michael C Frank, Mika Braginsky et al.•Variability and Consistency in…•2021

  Incluir item

• SES differences in language processing skill and vocabulary are evident at 18 months

  Open Access•A Fernald, Virginia A Marchman et al.•Developmental Science•2013

  Incluir item

• Quality of early parent input predicts child vocabulary 3 years later

  Open Access•Erica A Cartmill, Benjamin F Armstrong et al.•Proceedings of the National…•2013

  Incluir item

• Parent coaching increases conversational turns and advances infant language development

  Open Access•Naja Ferjan Ramírez, Sarah Roseberry Lytle et al.•Proceedings of the National…•2020

  Incluir item

• Sources of variability in children’s language growth

  Open Access•Janellen Huttenlocher, Heidi Waterfall et al.•Cognitive Psychology•2010

  Incluir item

• The family model stress and maternal psychological symptoms

  Rebecca Newland, Rebecca P Newland et al.•Journal of Family Psychology•2013

  Incluir item

• Language Matters

  Open Access•Roberta Michnick Golinkoff, Erika Hoff et al.•Child Development•2019

  Incluir item

• (Baby)Talk to Me

  Open Access•Roberta Michnick Golinkoff, DILARA DENIZ CAN et al.•Current Directions in Psychological…•2015

  Incluir item

• Mother-Child Conversation in Different Social Classes and Communicative Settings

  Erika Hoff-Ginsberg, Erika Hoff‐ginsberg•Child Development•1991

  Incluir item

• Word Learning in Infant- and Adult-Directed Speech

  Weiyi Ma, Roberta Michnick Golinkoff et al.•Language Learning and Development•2011

  Incluir item

• Beyond the 30-Million-Word Gap

  Open Access•Rachel Romeo, Julia A Leonard et al.•Psychological Science•2018

  Incluir item

• The Specificity of Environmental Influence

  Open Access•Erika Hoff•Child Development•2003

  Incluir item

• Early productive vocabulary predicts academic achievement 10 years later

  Open Access•Dorthe Bleses, Guido Makransky et al.•Applied Psycholinguistics•2016

  Incluir item

• Do infant vocabulary skills predict school‐age language and literacy outcomes?

  Open Access•Fiona J Duff, Gurpreet Reen et al.•Journal of Child Psychology and…•2015

  Incluir item

• Stress and child development

  Open Access•April S Masarik, Rand D Conger•Current Opinion in Psychology•2017

  Incluir item

• Talking to Children Matters

  Open Access•Adriana Weisleder, A Fernald•Psychological Science•2013

  Incluir item

• Parenting interventions to promote early child development in the first three years of life

  Open Access•Joshua Jeong, Emily Franchett et al.•PLoS Medicine•2021

  Incluir item

• The i-frame and the s-frame

  Open Access•Nick Chater, G Loewenstein•Behavioral and Brain Sciences•2023

  Incluir item

• Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish‐learning children

  Open Access•NEREYDA HURTADO, Virginia A Marchman et al.•Developmental Science•2008

  Incluir item

• A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development

  Open Access•M Laurens Rowe•Child Development•2012

  Incluir item

• Supporting Healthy Brain and Behavioral Development During Infancy

  Open Access•Lisa S Scott, Natalie Brito•Policy Insights from the…•2022

  Incluir item

• Self-directed learning by preschoolers in a naturalistic overhearing context

  Open Access•Rusty Foushee, Mahesh Srinivasan et al.•Cognition•2021

  Incluir item

• How Early Maternal Language Input Varies by Race and Education and Predicts Later Child Language

  Open Access•Lynne Vernon‐feagan, Mary Bratsch‐hine et al.•Child Development•2020

  Incluir item

• Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills

  Open Access•Nina Anderson, Susan A Graham et al.•Child Development•2021

  Incluir item

• Reciprocal influences between maternal language and children's language and cognitive development in low-income families

  Open Access•Lulu Song, Elizabeth Spier et al.•Journal of Child Language•2014

  Incluir item

• Analyzing input quality along three dimensions

  Open Access•M Laurens Rowe, Catherine E Snow•Journal of Child Language•2020

  Incluir item

• A parent-directed language intervention for children of low socioeconomic status

  Open Access•Dana Suskind, Dana L Suskind et al.•Journal of Child Language•2016

  Incluir item

• The relationship of parenting stress and child temperament to language development among economically disadvantaged preschoolers

  Open Access•Melanie Noel, Carole Peterson et al.•Journal of Child Language•2008

  Incluir item

• Socioeconomic status correlates with measures of Language Environment Analysis (Lena) system

  Open Access•Leonardo Piot, Naomi Havron et al.•Journal of Child Language•2022

  Incluir item

• Extreme poverty and the development of precursors to the speech capacity

  Open Access•D Kimbrough Oller, Rebecca E Eilers et al.•First Language•1995

  Incluir item

• How social contexts support and shape language development☆

  Open Access•Erika Hoff•Developmental Review•2006

  Incluir item

• Paid maternal leave is associated with better language and socioemotional outcomes during toddlerhood

  Open Access•Karina Kozak, Ashley Greaves et al.•Infancy•2021

  Incluir item

• The Effects of Universal Preschool on Child and Adult Outcomes

  Open Access•David M Blau•Early Childhood Research Quarterly•2021

  Incluir item

• Evaluating “Meaningful Differences” in Learning and Communication Across SES Backgrounds

  Open Access•Yi Ting Huang, Arynn S Byrd et al.•Annual Review of Linguistics•2022

  Incluir item

• Buffering boys and boosting girls

  Open Access•Claire D Vallotton, Tamesha Harewood et al.•Early Childhood Research Quarterly•2011

  Incluir item

• School readiness skills at age four predict academic achievement through 5th grade

  Open Access•Courtney Ricciardi, Louis Manfra et al.•Early Childhood Research Quarterly•2021

  Incluir item

• Influence of language nutrition on children’s language and cognitive development

  Open Access•Lauren Head Zauche, Taylor A Thul et al.•Early Childhood Research Quarterly•2016

  Incluir item

• The effects of parent-implemented language interventions on child linguistic outcomes

  Open Access•Jodi K Heidlage, Jennifer E Cunningham et al.•Early Childhood Research Quarterly•2019

  Incluir item

• School readiness and later achievement

  Greg J Duncan, Chantelle J Dowsett et al.•Developmental Psychology•2007

  Incluir item

• Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds

  Open Access•Andres S Bustamante, Vanessa N Bermúdez et al.•Developmental Psychology•2023

  Incluir item