Language ENvironment Analysis Research Articles

The Effect of LENA (Language ENvironment Analysis) for Children with Hearing Loss in Denmark including a Pilot Validation for the Danish Language.

Background/Objectives: This study aimed to investigate whether day-long recordings with Language Environment Analysis (LENA) can be utilized in a hospital-based Auditory Verbal Therapy (AVT) program in Denmark for children with hearing loss and to conduct a pilot validation in the Danish language. Methods and materials: A license for the LENA system (LENA SP) was purchased, and trials were offered to three families enrolled in the AVT program. Each family made two day-long recordings with 3-4 months in between and received feedback during the therapy sessions. From 18 × 10-min clips randomly pulled out of the recordings, a comparison of adult word counts (AWC) between the LENA algorithm counts and the counts made by two human transcribers was made and used for the pilot validation. Results: LENA proved to be valuable as a guiding tool for Danish parents. Pilot validation showed good correlations and an acceptable limit of agreement (LoA). Conclusions: LENA holds the potential for Danish validation and use in AVT/clinical practice. When used in clinical practice, parents must be informed of the biases and limitations, and possible ethical issues must be considered. Because of the GDPR rules, there is a need to discuss the possibility of implementing this tool clinically in Denmark and the EU.

Heart-to-heart: infant heart rate at 3 months is linked to infant-directed speech, mother–infant interaction, and later language outcomes

IntroductionPrevious studies underscore the importance of speech input, particularly infant-directed speech (IDS) during one-on-one (1:1) parent–infant interaction, for child language development. We hypothesize that infants’ attention to speech input, specifically IDS, supports language acquisition. In infants, attention and orienting responses are associated with heart rate deceleration. We examined whether individual differences in infants’ heart rate measured during 1:1 mother–infant interaction is related to speech input and later language development scores in a longitudinal study.MethodsUsing a sample of 31 3-month-olds, we assessed infant heart rate during mother–infant face-to-face interaction in a laboratory setting. Multiple measures of speech input were gathered at 3 months of age during naturally occurring interactions at home using the Language ENvironment Analysis (LENA) system. Language outcome measures were assessed in the same children at 30 months of age using the MacArthur-Bates Communicative Development Inventory (CDI).ResultsTwo novel findings emerged. First, we found that higher maternal IDS in a 1:1 context at home, as well as more mother–infant conversational turns at home, are associated with a lower heart rate measured during mother–infant social interaction in the laboratory. Second, we found significant associations between infant heart rate during mother–infant interaction in the laboratory at 3 months and prospective language development (CDI scores) at 30 months of age.DiscussionConsidering the current results in conjunction with other converging theoretical and neuroscientific data, we argue that high IDS input in the context of 1:1 social interaction increases infants’ attention to speech and that infants’ attention to speech in early development fosters their prospective language growth.

Analysis of natural language input in preschool children with and without hearing loss: quantity, caregiver response types, and influence of demographic factors

ABSTRACT This study investigated language input (adult word count, AWC; conversational turn count, CTC; response types; high-, mid-, and low-level) and language outcomes (receptive, expressive) in children aged 2–5 years with hearing loss (CwHL) and those with normal hearing (CwNH). Associations between language input and outcomes, relationships between language input, and demographics were examined. Language input was analyzed using full-day Language Environment Analysis (LENA) audio-recordings, and language outcomes were assessed using standardized language assessments in 14 CwHL and 20 CwNH. There were no significant differences in language input between CwHL (AWC/hr: M = 1137, SD = 554; CTC/hr: M = 48.26, SD = 19.18) and CwNH (AWC/hr: M = 1243, SD = 426; CTC/hr: M = 60.94, SD = 21.34). There were, however, significant differences between groups in response types and language outcomes. Caregivers of CwHL used less high- and more mid- and low-level responses than caregivers of CwNH (p = < .01). Language input in CwHL showed no association with language outcomes, and there were no correlations with demographic factors. For CwNH, receptive language was correlated with AWC/hr, CTC/hr, and high- and low-level response types (p = < .01); and expressive language was correlated with AWC/hr (p = < .01), CTC/hr (p = .02), and high- (p = .02) and low-level (p = < .01) response types significantly. Correlations were negative for low-level response types, with lower language scores associated with relatively more use of low-level responses. For CwNH, maternal education correlated with AWC/hr (p = < .01), and caregivers of younger CwNH had significantly more CTC/hr (p = < .01). Quantitative LENA data suggested comparable interaction frequency between groups. CwHL were exposed to more low-level response types, had significantly lower language scores. Further investigation into response types, child language outcomes, and therapeutic implications for CwHL is needed.

The Predictability of Naturalistic Evaluation of All-Day Recordings for Speech and Language Development.

The study aimed to investigate the predictive potential of language environment and vocal development status measures obtained through integrated analysis of Language ENvironment Analysis (LENA) recordings during the prelinguistic stage for subsequent speech and language development in Korean-acquiring children. Specifically, this study explored whether measures from both LENA-automated analysis and human coding at 6-8 months and 12-14 months of age predict vocabulary and phonological development at 18-20 months. One-day home recordings from 20 children were collected using a LENA recorder at 6-8 months, 12-14 months, and 18-20 months. Both LENA-automated measures and measures from human coding were obtained from recordings at 6-8 months and 12-14 months. The number of different words, consonant inventory, and utterance structure inventory were identified from recordings of 18-20 months. Correlation and multiple regression analyses were performed to investigate whether measures related to early language environment and child vocalization at 6-8 months and 12-14 months were predictive of vocabulary and phonological measures at 18-20 months. The results showed that the two main LENA-automated measures, conversational turn count (CTC) and child vocalization count, were positively correlated with all vocabulary and phonological measures at 18-20 months. Multiple regression analysis revealed that CTC during the prelinguistic stages was the most significant predictor of a number of different words, consonant inventory, and utterance structure inventory at 18-20 months. Also, adult word count in LENA-automated measures, child-directed speech ratio, and canonical babbling ratio measured by human coding significantly predicted some vocabulary and phonological measures at 18-20 months. This study highlights the multifaceted nature of language acquisition and collectively emphasizes the value of considering both quantitative and qualitative aspects of language input to understand early language development in children.

Temporal Characteristics of Infant Vocalization during Interaction with Adults

Objectives: This study aimed to examine the temporal characteristics of infant vocalizations during interactions with adults in natural home environments.Methods: One day LENA (Language ENvironment Analysis) recordings were collected from 20 infants aged 6 and 12 months. The collected data were analyzed by selecting 20 5-mintue intervals in the order of highest CTCs (conversational turn counts). In the analysis unit of turn-taking, interactions in which the infant responded within 0.05 seconds to 3 seconds after the adult spoke directly to the infant were regarded as one analysis unit. The temporal characteristics of infant vocalization during interactions with adults were examined through infants’ Vocalization response ratio. The temporal characteristics of infant vocalization in interactions with adults were examined by the after adults’ infant-directed speech (IDS), latency of vocalization response and overlapping vocalization ratio.Results: Infants’ Vocalization response ratio following IDS in adults did not differ significantly between the two age groups. Infants’ Vocalization response latencies increased significantly with age from 6 to 12 months. Overlapping vocalization ratio showed a significant decrease with increasing age.Conclusion: This study supports that as infants grow, they acquire temporal turn-taking skills. It also suggests that the temporal characteristics of infant vocalizations during interactions with adults may be a useful to predict infants’ language development.

Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months

Growing up in a language-rich home environment is important for children's language development in the early years. The concept of "technoference" (technology-based interference) suggests that screen time may be interfering with opportunities for talk and interactions between parent and child; however, limited longitudinal evidence exists exploring this association. To investigate the longitudinal association between screen time and 3 measures of parent-child talk (adult words, child vocalizations, and conversational turns) when children are 12 to 36 months of age. This Australian prospective cohort study used advanced speech recognition technology to capture young children's screen time and home language environment, on an average 16-hour day. Data were collected from 220 families once every 6 months in the family home when children were 12, 18, 24, 30, and 36 months of age, from January 1, 2018, to December 31, 2021. Statistical analysis took place from November 1, 2022, to July 31, 2023. Language Environment Analysis (LENA) technology provided automated counts of children's language environment and exposure to electronic noise. The exposure of interest was screen time, which was calculated based on manual coding of LENA electronic noise audio segments. Three measures of parent-child talk were outcomes of focus: adult words, child vocalizations, and conversational turns. Separate models were run for each of the 3 outcomes and included adjustment for child sex, child age, maternal educational level, number of children at home, number of home activities, and primary caregiver's psychological distress. The study included 220 families (120 girls [54.6%]; mean [SD] gestational age of children, 39.3 [1.5] weeks; mean [SD] age of mother at childbirth, 31.3 [4.8] years). Adjusted linear mixed-effect models demonstrated that increases in screen time were associated with decreases in measures of parent-child talk. The largest decreases were seen at 36 months, when an additional minute of screen time was associated with a reduction of 6.6 (95% CI, -11.7 to -1.5) adult words, 4.9 (95% CI, -6.1 to -3.7) child vocalizations, and 1.1 (95% CI, -1.4 to -0.8) conversational turns. Findings of this study support the notion of technoference for Australian families, whereby young children's exposure to screen time is interfering with opportunities to talk and interact in their home environment. This finding has implications for interventions and supports aimed at promoting a language-rich home environment, with families needing support in understanding the potential association of screen time with opportunities for children and adults to talk and interact in their home environment.

Correspondence between consonant inventories obtained using modified naturalistic listening in real time (NLRT) and parent report

ObjectiveThe current study examined the correspondence between consonant inventories obtained using the modified NLRT approach and parent report. DesignProspective comparative study. SettingMultisite institutional. ParticipantsParticipants included 70 children with repaired CP + L (mean age = 16 months) who were participating in the multicenter study. ProceduresParents of participants were asked to record approximately two hours of their child's vocalizations/words at home using a Language ENvironmental Analysis (LENATM) recorder. Four ten-minute audio-recorded samples of vocalizations were extracted from the original recording for each participant and analyzed for size of consonant inventory. Parent reported consonant inventory was compared to coder identified consonant inventory. Coders identified an in-inventory consonant using two different criteria: 2+ tokens of each consonant were required in the first analysis and 10+ tokens of each consonant were required in the second analysis. ResultsCoder identified consonant inventory was larger (mean = 7.90) than that reported by parents (mean = 6.06) when a minimum of two tokens per consonant was required for inclusion of a consonant in inventory, while the inventory transcribed by coders was smaller (mean = 4.46) than that reported by parents when inclusion criteria required a minimum of ten tokens per consonant. ConclusionsAlthough the mean number of consonants in inventory between coders and parents was slightly closer using the 10+ versus 2+ criterion for consonant inclusion, the difference was not significant enough to recommend one protocol over the other.

Early Intervention for Children with Cleft Palate Using Language ENvironment Analysis

Objectives: This study aimed to verify the effectiveness of early intervention for children with cleft palate using the Language ENvironment Analysis (LENA), and to investigate whether LENA’s automated measures reflect the effects of early intervention.Methods: Thirteen children with cleft palate (CP) and their parents participated in all sessions of an early intervention program. Twelve children with CP and their parents were involved as a control group, participating only in pre- and post-intervention assessments. The intervention included five direct training sessions and interventions implemented by parents at home for 3 months. As part of the training, parents were instructed to record a one-day LENA recording before and after the assessments and during each session of direct training. During these sessions, parents reviewed their language stimulation and interaction skills, analyzing the results of automated LENA measures reflecting the language environment.Results: Children in the intervention group demonstrated a significantly greater change in expressive vocabulary size and consonant inventory after the intervention. Parents who received training exhibited significantly increased contingent utterances, such as imitation, expansion, and recast, in response to their children’s communication acts compared to those who did not receive the training. Children who received early intervention exhibited a significant improvement in conversation turn counts and child vocalization counts, as measured by automated LENA measures.Conclusion: The results support that using LENA technology can improve early intervention for children with CP. LENA measures can monitor positive changes in children’s speech-language development and parents’ use of communication strategies.

Using the LENA® system for children with autism in educational settings: A comparison with human coders

Researchers recommend collecting repeated or prolonged natural language samples to supplement direct assessments and anecdotal reports in language studies for autistic children. Several studies have used the Language Environment Analysis® (LENA) system to collect language samples from autistic children. However, there has been little research that investigates the reliability of using the LENA system for autistic children in an educational setting such as a classroom. The current study compared language data disaggregated by the LENA system from 40 autistic children in educational settings with data from human coders. Specifically, we calculated three separate correlational and reliability analyses between the LENA system and human coders. Results showed that although the aggregated coefficients could be interpreted as fair, LENA systems should be used with caution due to high variability between the LENA system and human coders. Implications for future research and limitations are also discussed.

It takes a village: Caregiver diversity and language contingency in the UK and rural Gambia

IntroductionThere is substantial diversity within and between contexts globally in caregiving practices and family composition, which may have implications for the early interaction’s infants engage in. We draw on data from the Brain Imaging for Global Health (BRIGHT, www.globalfnirs.org/the-bright-project) project, which longitudinally examined infants in the UK and in rural Gambia, West Africa. In The Gambia, households are commonly characterized by multigenerational, frequently polygamous family structures, which, in part, is reflected in the diversity of caregivers a child spends time with. In this paper, we aim to 1) evaluate and validate the Language Environment Analysis (LENA) for use in the Mandinka speaking families in The Gambia, 2) examine the nature (i.e., prevalence of turn taking) and amount (i.e., adult and child vocalizations) of conversation that infants are exposed to from 12 to 24 months of age and 3) investigate the link between caregiver diversity and child language outcomes, examining the mediating role of contingent turn taking. MethodWe obtained naturalistic seven-hour-long LENA recordings at 12, 18 and 24 months of age from a cohort of N = 204 infants from Mandinka speaking households in The Gambia and N = 61 infants in the UK. We examined developmental changes and site differences in LENA counts of adult word counts (AWC), contingent turn taking (CTT) and child vocalizations (CVC). In the larger and more heterogenous Gambian sample, we also investigated caregiver predictors of turn taking frequency. We hereby examined the number of caregivers present over the recording day and the consistency of caregivers across two subsequent days per age point. We controlled for children’s cognitive development via the Mullen Scales of Early Learning (MSEL). ResultsOur LENA validation showed high internal consistency between the human coders and automated LENA outputs (Cronbach’s alpha’s all >.8). All LENA counts were higher in the UK compared to the Gambian cohort. In The Gambia, controlling for overall neurodevelopment via the MSEL, CTT at 12 and 18 months predicted CVC at 18 and 24 months. Caregiver consistency was associated with CTT counts at 18 and 24 months. The number of caregivers and CTT counts showed an inverted u-shape relationship at 18 and 24 months, with an intermediate number of caregivers being associated with the highest CTT frequencies. Mediation analyses showed a partial mediation by number of caregivers and CTT and 24-month CVC. DiscussionThe LENA provided reliable estimates for the Mandinka language in the home recording context. We showed that turn taking is associated with subsequent child vocalizations and explored contextual caregiving factors contributing to turn taking in the Gambian cohort.

Factors of parental investment in the home language environment in peri-urban China: A mixed methods study.

The home language environment is a critical point of investment in early language skills. However, few studies have quantitatively measured the home language environment of low-socioeconomic-status households in non-western settings. This mixed methods study describes the home language environment and early child language skills among households in a low-socioeconomic-status, peri-urban district of Chengdu, China, and identifies factors influencing parental investment in the home language environment. Audio recordings were collected from 81 peri-urban households with children ages 18-24 months and analysed using the Language Environment Analysis (LENATM) system. The Mandarin version of the MacArthur-Bates Communicative Development Inventory was administered to each child's primary caregiver. The quantitative results revealed large variation in home language environments and child language skills among the sample, with relatively low average scores when compared to other Chinese samples. Qualitative interviews with a subset of 31 caregivers revealed that many caregivers face constraints on their knowledge of interactive parenting, compounded, in some households, by time constraints due to work or household responsibilities. The findings indicate a need for increased sources of credible parenting information for peri-urban caregivers of young children to promote investment in the home language environment.

Associations between urbanization and the home language environment: Evidence from a LENA study in rural and peri-urban China.

In low- and middle-income countries, urbanization has spurred the expansion of peri-urban communities, or urban communities of formerly rural residents with low socioeconomic status. The growth of these communities offers researchers an opportunity to measure the associations between the level of urbanization and the home language environment (HLE) among otherwise similar populations. Data were collected in 2019 using Language Environment Analysis observational assessment technology from 158 peri-urban and rural households with Han Chinese children (92 males, 66 females) aged 18-24 months in China. Peri-urban children scored lower than rural children in measures of the HLE and language development. In both samples, child age, gender, maternal employment, and sibling number were positively correlated with the HLE, which was in turn correlated with language development.

The Stability and Validity of Automated Indices of Vocal Development in Infants With Autistic and Non-Autistic Siblings.

This study evaluates the extent to which automated indices of vocal development are stable and valid for predicting language in infants at increased familial likelihood for autism and/or language impairment and relatively lower likelihood infants. A group of infants with autistic siblings (Sibs-autism; 20 infants) and a comparison group of infants with non-autistic siblings (Sibs-NA; 20 infants) wore Language ENvironment Analysis (LENA) recording devices for 16 hr on 2 days within a 1-week period. Extant software was used to derive several putative indices of vocal development from these recordings. Stability of these variables was examined across and within groups. Expressive and receptive language aggregates were calculated for each participant. Multiple regression analyses were used to (a) evaluate zero-order correlations for variables derived from LENA recordings with concurrent and future language and (b) test whether those associations were moderated by group status. Both stability and validity differed by variable and group status. All variables reached acceptable stability in the Sibs-autism group within two to three observations, whereas stability of most variables was attenuated in the Sibs-NA group. No variables were associated with concurrent language in the theoretically motivated direction across groups, but two variables were strongly associated with concurrent expressive language in only the Sibs-NA group. Additionally, two variables were associated with later expressive language, though these correlations were again stronger in the Sibs-NA versus Sibs-autism group. Although selected automated indices of vocal development were stable in Sibs-autism and/or valid for predicting expressive language within Sibs-NA, no scores showed strong, theoretically motivated associations with language within the Sibs-autism group. Automated indices of vocal development may, thus, have limited validity or clinical utility for predicting language development in infants at elevated familial likelihood for autism. https://doi.org/10.23641/asha.24415735.

Parental verbal responsiveness to infant vocalizations from 9 to 14 months of age

Parental communication styles and language usage may undergo changes during the course of child development, exhibiting variations across language backgrounds and cultures. This study aimed to explore how infant-parent interactions within Korean-speaking environments evolve over time through meticulous coding of day-long home audio recordings. The study examined whether the ratio and types of parental verbal responses vary based on infants’ age and vocalization types. A total of 16 infants and their parents participated in all-day home recordings using the Language Environment Analysis (LENA) system. The recordings were conducted in two rounds per family when the infants were aged 9–11 months and 12–14 months, with a three-month gap between each round. The frequency and types of infant vocalizations were analyzed and the contingency and types of parental verbal responsiveness were determined based on semantic and phonetic connection, as well as temporal appropriateness. The results showed that parents did not verbally respond to approximately 50 % of the infant vocalizations in the natural home environment. However, parents’ lack of verbal responses decreased significantly, and their contingent responses increased significantly with infant age. Parents were also not selectively responsive to infants’ canonical vocalizations over non-canonical vocalizations. Nevertheless, parents demonstrated a higher frequency of responses that were not only linguistically meaningful but also socially appropriate and contextually relevant to infants’ vocalizations as infants developed, which may play a significant role in scaffolding speech and language development.

Preliminary Data: Powered Mobility Intervention With Language Monitoring for Children With Cerebral Palsy

Purpose: Adapted ride-on cars offer an affordable mobility intervention that provides broader access to a child's environment. Such newfound independence is a unique opportunity to examine changes in environmental language and communicative participation as children acquire mobility. New technologies such as the Language Environmental Analysis (LENA) system hold promise for evaluating naturalistic language interactions but have not yet been applied to children with cerebral palsy with physical and/or communication impairments. This study sought to use LENA with a sample of children with cerebral palsy to determine the feasibility of monitoring environmental language patterns during longitudinal mobility intervention. Method: LENA's adult word counts, conversational turns, and child vocalizations were compared across three time points for participants aged 16–49 months with a range of communication skills (indexed by Communication Function Classification System Levels I–IV). Results: Feasibility was established with acceptable criterion validity during active drive time. Results had large effect sizes, likely diluted by sample size and heterogeneity. Conclusions: Limitations include small sample size, nonprescriptive use of powered mobility devices, and lack of control group. Future studies should incorporate these features to more closely examine communication patterns.

The Language Environment at Home of Children With (a Suspicion of) a Developmental Language Disorder and Relations With Standardized Language Measures.

This study compares the home language environments of children with (a suspicion of) developmental language disorder (DLD) with that of children with typical development (TD). It does so by adopting new technology that automatically provides metrics about children's language environment (Language ENvironment Analysis [LENA]). In addition, relationships between LENA metrics and standardized language tests are explored in the DLD group. Ninety-nine 2- to 4-year-old toddlers participated: 59 with (a suspicion of) DLD and 40 with TD. LENA metrics on adult word count, conversational turn count, and child vocalization count were obtained. For all children, data on parental education and multilingualism were available. In the DLD group, data were collected on receptive and expressive vocabulary and grammar, and on nonverbal intelligence, using standardized tests. We found lower adult word count, conversational turn count, and child vocalization count in the DLD group, independent of multilingualism but not of parental education. In the DLD group, receptive vocabulary was related to conversational turn count and child vocalization count, but not to adult word count. Expressive vocabulary, receptive grammar, and expressive grammar were not related to LENA metrics. Toddlers with (a suspicion of) DLD vocalize less at home than children with TD. They also hear fewer adult words and experience fewer conversational turns. Children with DLD's language outcomes are to a limited extent related to language environment at home. Conversational turns and child vocalizations are in this respect more important than adult words, in line with findings for TD populations.

The Linguistic Input of Fathers of Children Who Are Deaf or Hard of Hearing

Purpose: This study presents an exploration of facilitative language techniques (FLTs) used by fathers of children who are deaf or hard of hearing (DHH) in the natural environment. Method: This investigation utilized the Language ENvironment Analysis (LENA) to collect full-day audio samples from three families with children who were DHH and between 22 and 27 months of age. A total of 6 hr of audio recordings per participant was manually coded for the presence of 10 FLTs used by fathers in the natural environment. These data were compared with FLT use by mothers from the same samples. Results: Fathers of children who are DHH used fewer overall FLTs, fewer responsive FLTs, and more directives compared with mothers. Conclusions: Results of this analysis indicate that fathers provide less linguistic input to their children who are DHH in the natural environment. Furthermore, their input tends to be directive in nature rather than responsive to the child. Implications for clinical practice are discussed. Supplemental Material: https://doi.org/10.23641/asha.23511948

The Language ENvironment Analysis system (LENA): A validation study with Italian-learning children.

This study is a validation of the LENA system for the Italian language. In Study 1, to test LENA's accuracy, seventy-two 10-minute samples extracted from daylong LENA recordings were manually transcribed for 12 children longitudinally observed at 1;0 and 2;0. We found strong correlations between LENA and human estimates in the number of Adult Word Count (AWC) and Child Vocalisations Count (CVC) and a weak correlation between LENA and human estimates in Conversational Turns Count (CTC). In Study 2, to test the concurrent validity, direct and indirect language measures were considered on a sample of 54 recordings (19 children). Correlational analyses showed that LENA's CVC and CTC were significantly related to the children's vocal production, a parent report measure of prelexical vocalizations and the vocal reactivity scores. These results confirm that the automatic analyses performed by the LENA device are reliable and powerful for studying language development in Italian-speaking infants.

Preschool Language Environments and Social Interactions in an Early Intervention Classroom: A Pilot Study

Preschoolers’ language abilities are associated with their social interactions in early childhood classrooms. Few studies, however, have examined associations between social interactions and objective measures of children’s real-time classroom language environments, information key to informing interventions to support preschool children at risk for language delays. In this pilot study, we examined associations between objective measures of real-time language environments (input and output) recorded via the Language ENvironment Analysis (LENA) system and observations of children’s positive and negative interactions with peers and teachers in an early intervention classroom for children with developmental delays ( n = 9, seven girls). Mixed effects regression models revealed associations between children’s language environments (input and output) and their social interactions with peers and teachers. More talkative children were more likely to have a high number of positive peer interactions. Children who received more language input from teachers were more likely to have a higher number of positive teacher–child interactions, an effect that was stronger for children with the lowest language output. The results of this pilot study build on prior research by using real-time objective measurement to examine how children’s language input from peers and teachers and children’s own language output supports positive interactions within early intervention classrooms.

Language Exposure and Brain Myelination in Early Development.

The language environment to which children are exposed has an impact on later language abilities as well as on brain development; however, it is unclear how early such impacts emerge. This study investigates the effects of children's early language environment and socioeconomic status (SES) on brain structure in infancy at 6 and 30 months of age (both sexes included). We used magnetic resonance imaging to quantify concentrations of myelin in specific fiber tracts in the brain. Our central question was whether Language Environment Analysis (LENA) measures from in-home recording devices and SES measures of maternal education predicted myelin concentrations over the course of development. Results indicate that 30-month-old children exposed to larger amounts of in-home adult input showed more myelination in the white matter tracts most associated with language. Right hemisphere regions also show an association with SES, with older children from more highly educated mothers and exposed to more adult input, showing greater myelin concentrations in language-related areas. We discuss these results in relation to the current literature and implications for future research.SIGNIFICANCE STATEMENT This is the first study to look at how brain myelination is impacted by language input and socioeconomic status early in development. We find robust relationships of both factors in language-related brain areas at 30 months of age.