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dc.contributor.authorKasambira Fannin, D., 1974--en_US
dc.contributor.authorBarbarin, O.A.en_US
dc.contributor.authorCrais, E.R.en_US
dc.date.accessioned2017-10-31T20:16:45Z
dc.date.available2017-10-31T20:16:45Z
dc.date.issued2017-10-26
dc.identifier.citationKasambira Fannin, D., Barbarin, O. A., & Crais, E. R. (in press). Communicative Function use of preschoolers and mothers from differing racial and socioeconomic groups. Language Speech and Hearing Services in Schools.en_US
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17796
dc.description.abstractPurpose: This study explores whether communicative function (CF: reasons for communicating) use differs by socioeconomic status (SES), race/ethnicity, or gender among preschoolers and their mothers. Method: Mother-preschooler dyads (N=95) from the National Center for Early Development and Learning’s (NCEDL, 2005) study of Family and Social Environments were observed during one structured learning and free play interaction. CFs were coded by trained independent raters. Results: Children used all CFs at similar rates but those from low SES homes produced fewer utterances and less Reasoning, while boys used less Self-maintaining and more Predicting. African American (AA) mothers produced more Directing and less Responding than European American (EA) and Latino American (LA) mothers, and LA mothers produced more utterances than EA mothers. Mothers from low SES homes did more Directing and less Responding. Conclusion: Mothers exhibited more socio-cultural differences in CFs than children; this suggests that maternal demographic characteristics may influence CF production more than child demographics at school entry. Children from low SES homes talking less and boys producing less Self-maintaining coincided with patterns previously detected in pragmatic literature. Overall, preschoolers from racial/ethnic minority and low SES homes were not less deft with CF usage, which may inform how their pragmatic skills are described.en_US
dc.description.sponsorshipRoyster Society of Fellows at the University of North Carolina, Chapel Hill Office of Educational Research and Improvement in the U.S. Department of Education Foundation for Child Development.en_US
dc.language.isoen_USen_US
dc.publisherLanguage Speech and Hearing Services in Schoolsen_US
dc.rightsUnless otherwise noted, the publisher, which is the American Speech-Language-Hearing Association (ASHA), holds the copyright on all materials published in its journals, whether in print or electronic form, both as a compilation and as individual articles. All journal content is subject to "fair use" provisions of U.S. or applicable international copyright laws (see http://www.copyright.gov/title17/92chap1.html).en_US
dc.subjectchildrenen_US
dc.subjectcultural and linguistic diversityen_US
dc.subjectlanguageen_US
dc.subjectpragmaticsen_US
dc.subjectdevelopmenten_US
dc.titleCommunicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groupsen_US
dc.type.genreArticleen_US
dc.typeTexten_US
dc.contributor.departmentSchool of Allied Health and Communicative Disordersen_US
dc.rights.statementIn Copyright - Educational Use Permitteden_US


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