NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1175857
Record Type: Journal
Publication Date: 2018-Apr
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0161-1461
Communicative Function Use of Preschoolers and Mothers from Differing Racial and Socioeconomic Groups
Fannin, Danai Kasambira; Barbarin, Oscar A.; Crais, Elizabeth R.
Language, Speech, and Hearing Services in Schools, v49 n2 p306-319 Apr 2018
Purpose: This study explores whether communicative function (CF: reasons for communicating) use differs by socioeconomic status (SES), race/ethnicity, or gender among preschoolers and their mothers. Method: Mother-preschooler dyads (N = 95) from the National Center for Early Development and Learning's (2005) study of family and social environments were observed during 1 structured learning and free-play interaction. CFs were coded by trained independent raters. Results: Children used all CFs at similar rates, but those from low SES homes produced fewer utterances and less reasoning, whereas boys used less self-maintaining and more predicting. African American mothers produced more directing and less responding than European American and Latino American mothers, and Latino American mothers produced more utterances than European American mothers. Mothers from low SES homes did more directing and less responding. Conclusions: Mothers exhibited more sociocultural differences in CFs than children; this suggests that maternal demographic characteristics may influence CF production more than child demographics at school entry. Children from low SES homes talking less and boys producing less self-maintaining coincided with patterns previously detected in pragmatic literature. Overall, preschoolers from racial/ethnic minority and low SES homes were not less deft with CF usage, which may inform how their pragmatic skills are described. [The NCEDL Multi-State Study of Pre-Kindergarten and Familial and Social Environments supplement was partially funded by the National Educational Research and Development Centers Program Grant R307A960004, as administered by the Institute of Education Sciences of the U.S. Department of Education.]
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R307A960004; R305A060021