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Child-directed talk in families with incidence of dyslexia

Hollis S. Scarborough

Brooklyn College, City University of New York

Alana Fichtelberg

Brooklyn College, City University of New York

Maternal language during mother-child play sessions was examined in several samples (Ns = 12 to 20) that differed with respect to the young preschoolers' chronological ages, language proficiency, subsequent reading achievement, and familial incidence of reading disability. For most of the structural and functional aspects of mothers' utterances that were compared, differences among the mothers were unrelated to differences among their children. The results indicated, however, that young children from families with dyslexic members, and children with less advanced language abilities, were exposed to higher frequencies of several kinds of poor models of English sentence structures. The etiological implications of these input differences and similarities are discussed.

First Language, Vol. 13, No. 37, 51-67 (1993)
DOI: 10.1177/014272379301303704
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[Abstract] [PDF]