Purpose The current study was designed to investigate the differences in language input related to family factors (maternal level of education [MLE] and socioeconomic level of deprivation [SLD]) and their association with language outcomes in preschoolers. Method This study used New Zealand SLD and MLE classification systems to examine differences in language input related to these factors among 20 typically developing preschool children aged 2-5 years. The quantity of children's language input (adult words [AWs], conversational turns [CTs]) was calculated using the Language ENvironment Analysis audiotaping technology for two typical weekend days. Four 5-min Language ENvironment Analysis recording segments were transcribed and coded, and parental language strategies were classified as optimal language strategy, moderate language strategy, or sub-optimal language strategy (S-OLS) for child language outcomes. The receptive and expressive language of each child was assessed using the Preschool Language Scales-Fifth Edition. Results Mann-Whitney U tests showed significant differences between the quantity of language input (AWs/hr, CTs/hr) for high and low MLE and high and low SLD groups. Consistent with the literature, the use of S-OLSs was significantly lower for families with high MLE (Mdn = .25, IQR = .14) and low SLD (Mdn = .22, IQR = .13) than for families with low MLE (Mdn = .41, IQR = .24) and high SLD (Mdn = .41, IQR = .26). Spearman correlation coefficients indicated significant associations between language input (AWs/hr, CTs/hr, S-OLSs) and language outcomes. Conclusions Reduced language input and the frequent use of S-OLSs associated with low maternal education and high deprivation and low language outcomes for these children highlight the importance for all parents/families to learn optimal language strategies to support the development of strong language skills in their children in young age.

中文翻译：

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自然语言输入：孕产妇教育，社会经济剥夺和典型发育儿童的语言结果。

目的本研究旨在调查与家庭因素（母亲的教育水平[MLE]和社会经济剥夺水平[SLD]）相关的语言输入的差异，以及它们与学龄前儿童语言结果的相关性。方法该研究使用了新西兰SLD和MLE分类系统，以检查20名2-5岁的典型发育中学龄儿童中与这些因素相关的语言输入差异。使用语言环境分析录音技术在两个典型的周末里计算儿童的语言输入量（成人单词[AWs]，会话回合[CTs]）。转录并编码了四个5分钟的“语言环境分析”记录段，并将父母语言策略分为最佳语言策略，中度语言策略，或针对儿童语言成绩的次优语言策略（S-OLS）。使用学前语言量表（第五版）评估每个孩子的接受和表达语言。结果Mann-Whitney U检验显示，高，低MLE组和​​高，低SLD组的语言输入量（AWs /小时，CTs /小时）之间存在显着差异。与文献一致，与MLE低的家庭相比，MLE高的家庭（Mdn = .25，IQR = .14）和SLD低的家庭（Mdn = .22，IQR = .13）S-OLS的使用量显着降低（Mdn = 0.41，IQR = 0.24）和高SLD（Mdn = 0.41，IQR = 0.26）。Spearman相关系数表明语言输入（AWs / hr，CTs / hr，S-OLSs）与语言结果之间存在显着关联。