Document Type

Poster

Publication Date

2010

Journal/Book Title/Conference

National Conference on Undergraduate Research; University of Montana - Missoula, 2010

Creative Commons License


This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License

Faculty Mentor

Sandra Gillam and Lisa Boyce

Exhibition Venue

National Conference on Undergraduate Research

Funding Agency

EIRI, ComD

Abstract

Studies have shown that maternal book reading strategies in the toddler years impacts language and emergent literacy in the preschool years (Roberts, Jurgens, Burchinal, 2005). Certain forms of linguistic input, including the use of complex syntax and vocabulary, have been shown to be associated with better language and literacy outcomes for children. There is some research that suggests that parents from low income (SES), low education homes use fewer words and less complex vocabulary and syntax during book reading than parents from high SES, mid-high education homes (Horton-Ikard & Ellis Weisner, 2007) although results are mixed. More research is necessary to disentangle the effects of SES and education from the kinds of linguistic input parents use with their children.

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