Strong beginnings for babies: families’ language stimulation of infants from low-income backgrounds

References

• Bartl-Pokorny, K. D., B. Marschik, S. Sachse, V. A. Green, D. Zhang, L. Van Der Meer, T. Wolin, and C. Einspieler. 2013. “Tracking Development from Early Speech-Language Acquisition to Reading Skills at Age 13.” Developmental Neurorehabilitation 16: 188–195. doi: 10.3109/17518423.2013.773101
   PubMed Web of Science ®Google Scholar
• Brantlinger, E., R. Jimenez, J. Klingner, M. Pugach, and V. Richardson. 2005. “Qualitative Studies in Special Education.” Exceptional Children 71: 195–207. doi: 10.1177/001440290507100205
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3: 77–101. doi:10.1191/1478088706qp063oa.
   Google Scholar
• Canault, M., M. T. LeNormand, S. Foudil, N. Loundon, and H. Thai-Van. 2016. “Reliability of the Language Environment Analysis System (LENA™) in European French.” Behavior Research Methods 48: 1109–1124. doi: 10.3758/s13428-015-0634-8
   PubMed Web of Science ®Google Scholar
• Creswell, J. W. 2013. Qualitative Inquiry and Research Design: Choosing among Five Approaches. 3rd ed. Los Angeles: Sage.
   Google Scholar
• Fernald, A., V. A. Marchman, and A. Weisleder. 2013. “SES Differences in Language Processing Skill and Vocabulary are Evident at 18 Months.” Developmental Science 16: 234–248. doi:10.1111/desc.1201Fernal9 doi: 10.1111/desc.12019
   PubMed Web of Science ®Google Scholar
• Gardner-Neblett, N., and K. C. Gallagher. 2013. More Than Baby Talk: 10 Ways to Promote the Language and Communication Skills of Infants and Toddlers. Chapel Hill: University of North Carolina, FPG Child Development Institute.
   Google Scholar
• Gilkerson, J., and J. A. Richards. 2008. The LENA Natural Language Study (Technical Report LTR-02-2). Boulder: LENA Foundation.
   Google Scholar
• Gilkerson, J., J. A. Richards, C. R. Greenwood, and J. K. Montgomery. 2017. “Language Assessment in a Snap: Monitoring Progress up to 36 Months.” Child Language Teaching and Therapy 33: 99–115. doi:10.1177/0265659016660599.
   Web of Science ®Google Scholar
• Gilkerson, J., J. A. Richards, and K. Topping. 2017. “Evaluation of a LENA-Based Online Intervention for Parents of Young Children.” Journal of Early Intervention 39: 281–298. doi:10.1177/1053815117718490.
   Web of Science ®Google Scholar
• Gilkerson, J., J. A. Richards, S. F. Warren, J. K. Montgomery, C. R. Greenwood, D. Kimbrough Oller, J. H. L. Hansen, and T. D. Paul. 2017. “Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis.” American Journal of Speech-Language Pathology 26 (2): 248–265. doi:10.1044/2016_AJSLP-15-0169.
   PubMed Web of Science ®Google Scholar
• Gilkerson, J., Y. Zhang, D. Xu, J. A. Richards, X. Xu, F. Jiang, J. Harnsberger, and K. Topping. 2015. “Evaluating Language Environment Analysis System Performance for Chinese: A Pilot Study in Shanghai.” Journal of Speech, Language, and Hearing Research 58: 445–452. doi:10.1044/2015_JSLHR-L-14-0014.
   PubMed Web of Science ®Google Scholar
• Guest, G., K. M. MacQueen, and E. E. Namey. 2012. Applied Thematic Analysis. Los Angeles: Sage.
   Google Scholar
• Hart, B., and T. R. Risley. 1995. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Brookes.
   Google Scholar
• Hemphill, L., and T. Tivnan. 2008. “The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools.” Journal of Education for Students Placed at Risk (JESPAR) 13: 426–451. doi:10.1080/10824660802427710.
   Google Scholar
• Hirsh-Pasek, K., L. B. Adamson, R. Bakeman, M. T. Owen, R. M. Golinkoff, A. Pace, P. K. Yust, and K. Suma. 2015. “The Contribution of Early Communication Quality to Low-Income Children’s Language Success.” Psychological Science 26: 1071–1083. doi:10.1177/0956797615581493.
   PubMed Web of Science ®Google Scholar
• Hoff, E. 2012. “Interpreting the Early Language Trajectories of Children from Low-SES and Language Minority Homes: Implications for Closing Achievement Gaps.” Developmental Psychology 49: 4–14. doi:10.1037/a0027238.
   PubMed Web of Science ®Google Scholar
• Hollingsworth, H. L., M. Knight-McKenna, J. Esposito, and C. Redd. 2020. “Family and Coach Responses to a Program for Fostering Infant Language.” Manuscript Submitted for Publication.
   Google Scholar
• Knight-McKenna, M., H. L. Hollingsworth, and J. Esposito. In press. “Infant Language Stimulation: A Mixed-Methods Study of Families’ Preference for and Use of Ten Strategies.” Early Child Development and Care.
   Web of Science ®Google Scholar
• LENA Research Foundation. 2016. LENA Snapshot. Boulder: LENA Research Foundation.
   Google Scholar
• Miles, M. B., A. M. Huberman, and J. Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Los Angeles: Sage.
   Google Scholar
• Petscher, Y., L. M. Justice, and T. Hogan. 2018. “Modeling the Early Language Trajectory of Language Development When the Measures Change and Its Relation to Poor Reading Comprehension.” Child Development 89: 2136–2156. doi:10.1111/cdev.12880.
   PubMed Web of Science ®Google Scholar
• Ramírez, N. F., S. R. Lytle, M. Fish, and P. K. Kuhl. 2019. “Parent Coaching at 6 and 10 Months Improves Language Outcomes at 14 Months: A Randomized Controlled Trial.” Developmental Science 22: 1–14. doi:10.1111/desc.12762.
   Web of Science ®Google Scholar
• Richards, J. A., J. Gilkerson, D. Xu, and K. Topping. 2017. “How Much Do Parents Think They Talk to Their Child?” Journal of Early Intervention 39: 163–179. doi:10.1177/1053815117714567.
   Web of Science ®Google Scholar
• Romeo, R. R., J. A. Leonard, S. T. Robinson, M. R. West, A. P. Mackey, M. L. Rowe, and J. D. E. Gabrieli. 2018. “Beyond the 30-Million-Word Gap: Children’s Conversational Exposure is Associated with Language-Related Brain Function.” Psychological Science 29 (5): 700–710. doi:10.1177/0956797617742725.
   PubMed Web of Science ®Google Scholar
• Romeo, R. R., J. Segaran, J. A. Leonard, S. T. Robinson, M. R. West, A. P. Mackey, A. Yendiki, M. L. Rowe, and J. D. E. Gabrieli. 2018. “Language Exposure Relates to Structural Neural Connectivity in Childhood.” The Journal of Neuroscience 38: 7870–7877. doi:10.1523/JNEUROSCI.0484-18.2018.
   PubMed Web of Science ®Google Scholar
• Rowe, M. L. 2012. “A Longitudinal Investigation of the Role of Quantity and Quality of Child-Directed Speech in Vocabulary Development.” Child Development 83: 1762–1774. doi: 10.1111/j.1467-8624.2012.01805.x
   PubMed Web of Science ®Google Scholar
• Saldaña, J. 2013. The Coding Manual for Qualitative Researchers. 2nd ed. Los Angeles: Sage.
   Google Scholar
• Shonkoff, J. P., and S. N. Bales. 2011. “Science Does Not Speak for Itself: Translating Child Development Research for the Public and Its Policymakers.” Child Development 82: 17–32. doi:10.1111/j.1467-8624.2010.01538.x.
   PubMed Web of Science ®Google Scholar
• Shonkoff, J. P., and D. A. Phillips, eds. 2000. From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press.
   Google Scholar
• Sperry, D. E., L. L. Sperry, and P. J. Miller. 2019a. “Language Does Matter: But There Is More to Language Than Vocabulary and Directed Speech.” Child Development 90: 993–997. doi:10.1111/cdev.13125.
   PubMed Web of Science ®Google Scholar
• Sperry, D. E., L. L. Sperry, and P. J. Miller. 2019b. “Reexamining the Verbal Environments of Children from Different Socioeconomic Backgrounds.” Child Development 90: 1303–1318. doi:10.1111/cdev.13072.
   PubMed Web of Science ®Google Scholar
• Suskind, D. L., K. R. Leffel, E. Graf, M. W. Hernandez, E. A. Gunderson, S. G. Sapolich, E. Suskind, L. Leininger, S. Goldin-Meadow, and S. C. Levine. 2016. “A Parent-Directed Language Intervention for Children of Low Socioeconomic Status: A Randomized Controlled Pilot Study.” Journal of Child Language 43: 366–406. doi:10.1017/S0305000915000033.
   PubMed Web of Science ®Google Scholar
• Suskind, D., B. Suskind, and L. Lewinter-Suskind. 2015. Thirty Million Words: Building a Child’s Brain: Tune in, Talk More, Take Turns. New York: Dutton.
   Google Scholar
• Weisleder, A., and A. Fernald. 2013. “Talking to Children Matters: Early Language Experience Strengthens Processing and Builds Vocabulary.” Psychological Science 24: 2143–2152. doi:10.1177/0956797613488145.
   PubMed Web of Science ®Google Scholar
• Wood, C., E. A. Diehm, and F. Callender. 2016. “An Investigation of Language Environment Analysis Measures for Spanish-English Bilingual Preschoolers from Migrant Low-Socioeconomic-Status Backgrounds.” Language, Speech, and Hearing Services in Schools 47: 123–134. doi:10.1044/2015_LSHSS-14-0115.
   PubMed Web of Science ®Google Scholar
• Zhang, Y., X. Xu, F. Jiang, J. Gilkerson, D. Xu, J. A. Richards, J. Harnsberger, and K. J. Topping. 2015. “Effects of Quantitative Linguistic Feedback to Caregivers of Young Children: A Pilot Study in China.” Communication Disorders Quarterly 37: 16–24. doi:10.1177/1525740115575771.
   Web of Science ®Google Scholar
• Zimmerman, F. J., J. Gilkerson, J. A. Richards, D. A. Christakis, D. Xu, S. Gray, and U. Yapanel. 2009. “Teaching by Listening: The Importance of Adult-Child Conversations to Language Development.” Pediatrics 124: 342–349. doi:10.1542/peds.2008-2267.
   PubMed Web of Science ®Google Scholar