Mark Wade|Jennifer M. Jenkins|Vaunam P. Venkadasalam|Noam Binnoon-Erez|Patricia A. Ganea
The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways
University of Toronto|University of Toronto|University of Toronto|University of Toronto|University of Toronto
prospective longitudinal study examined association maternal responsiveness linguistic input childrens preacademic skill development assessed extent nascent cognitive literacy abilities mediated association parenting dimensions preacademic skills sample consisted 501 motherchild dyads recruited birth maternal responsiveness linguistic input coded 18 months shared picturebook reading task preacademic skills measured age 45 using standardized tests letterword identification reading comprehension math applied problems receptive vocabulary age 3 cognitive literacy mediators included inhibitory control theory mind receptive language print recognition longitudinal path analyses revealed responsiveness linguistic input made unique contributions preacademic outcomes linguistic input operating indirectly cognitive literacy abilities greater extent responsiveness results suggest disparate mechanisms parenting dimensions facilitation preacademic skills