Elizabeth Reynolds|Lynne Vernon?Feagans|Mary Bratsch?Hines|Claire Baker
Mothers’ and Fathers’ Language Input from 6 to 36 Months in Rural Two-Parent-Families: Relations to children’s kindergarten achievement
University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|University of North Carolina at Chapel Hill|Columbia University
research highlighted role parental language input early childhood way facilitate childrens early vocabulary skills however studies examined relationship specific features mothers fathers early language input shared book experience childrens kindergarten achievement ie vocabulary literacy math using economically culturally diverse sample 567 children family life project study examined whether mothers fathers number different words mean length utterance wh questions 6 36 months predicted childrens kindergarten achievement multiple regression models examining mothers fathers language separately combined models indicated mothers fathers language input related childrens kindergarten achievement beyond host demographic controls combined models mothers mean length utterance wh questions significantly associated vocabulary mean length utterance significantly associated math outcomes kindergarten fathers mean length utterance wh questions significantly associated vocabulary wh questions significantly associated math outcomes kindergarten implications researchers practitioners policymakers discussed