This study investigates the effect of socioeconomic status (SES) as a proxy for input quality, in predicting language proficiency. Different operationalizations of SES are compared, including simple measures (parental education and parental occupation) and complex measures combining two dimensions (among parental education, parental occupation, and deprivation risk). All significantly predict overall English proficiency scores in a diverse group of 5- to 7-year-olds acquiring English and another language. The most informative SES measure in that respect is shown to be a complex measure combining parental education and parental occupation. That measure is used in a second set of analyses showing that different aspects of language are affected differently by variations in SES and in language exposure.

中文翻译：

---

社会经济地位作为双语儿童输入质量的代表？

本研究调查了社会经济地位 (SES) 作为输入质量的代表在预测语言能力方面的影响。比较了 SES 的不同操作化，包括简单的测量（父母教育和父母职业）和结合两个维度的复杂测量（父母教育、父母职业和剥夺风险）。所有这些都显着预测了 5 至 7 岁学习英语和另一种语言的不同群体的整体英语水平分数。在这方面，信息最丰富的 SES 衡量标准是一项结合父母教育和父母职业的复杂衡量标准。该措施用于第二组分析，表明语言的不同方面受到 SES 和语言暴露变化的不同影响。