Differential Effects of the Home Language and Literacy Environment on Child Language and Theory of Mind and Their Relation to Socioeconomic Background.

ABSTRACT: In this study, we examined differential effects of facets of the home language and literacy environment that are known to be relevant to either language development (i.e., quantity and quality of language and literacy stimulation at home) or theory of mind (ToM) development (i.e., parental mental state language), on both children's language skills and their ToM understanding. Moreover, we investigated whether these relations are particularly relevant for children from homes with low socioeconomic status (SES) and whether they account for SES-related disparities in child language skills and ToM understanding. Using longitudinal data of a sample of 224 monolingual German preschool children (assessment of language skills at age 4;6 and 5;6 and ToM at age 5;6), we analyzed the effects of three

SUBMITTER: Ebert S 

PROVIDER: S-EPMC7658343 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature