Abstract
The present study used data from the Family Life Project (FLP) to examine predictive relations between fathers' and mothers' language input during a wordless picture book task in the home just before kindergarten entry and children's letter–word identification, picture vocabulary, and applied problems scores at the end of kindergarten. Fathers' and mothers' language input was defined as the number of different words and mean length of utterance and was measured using Systematic Analysis of Language Transcripts (SALT). Hierarchical regression analyses with demographic controls revealed that mothers' mean length of utterance predicted children's applied problems scores. More importantly, fathers' mean length of utterance predicted children's vocabulary and applied problems scores above and beyond mothers' language. Findings highlight the unique contribution of fathers to children's early academic achievement. Implications for future research, practice, and policy are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
