scholarly journals Socioeconomic disadvantage is associated with prevalence of developmental language disorders, but not rate of language or literacy growth in children from 4 to 11 years: evidence from the Surrey Communication and Language in Education Study (SCALES)

2021 ◽  
Author(s):  
Courtenay Norbury ◽  
Sarah Louise Griffiths ◽  
George Vamvakas ◽  
Gillian Baird ◽  
Tony Charman ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Primary Schools ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Word Reading ◽  
Language Disorder ◽  
Language Disorders ◽  
Population Based ◽  
Language And Literacy ◽  
Developmental Language Disorders

Objectives. The purpose of this study was to determine the changing prevalence of developmental language disorders at different quintiles of the Income Deprivation Affecting Children Index (IDACI), a measure of neighbourhood deprivation. In addition, this study investigated the long term association of IDACI rank with growth in language and literacy skills for children with and without language disorder over a six year period.Design. Prospective, population-based, longitudinal cohort study.Setting. State-maintained primary schools in Surrey, England.Participants and procedure. Teachers rated the language skills of 7267 children starting a state-maintained school in 2011 (aged 4;9-5;10, 59% of all eligible children). Comprehensive language and literacy assessment was conducted with a monolingual sub-sample in Year 1 (n = 529, age 5-6), Year 3 (n = 499, age 7-8), and Year 6 (n = 384, age 10-11).Analytic methods. Logistic regression determined the association of IDACI scores and teacher-rated language proficiency. Structural Equation Models using auxiliary variables estimated the association of IDACI and prevalence of developmental Language Disorder (LD) in Year 1, and IDACI and language and literacy growth from Years 1 – 6.Results. Predicted probability of language disorder was 2.5 times greater at the 10th centile of IDACI rank (.19 [.11, .27]) versus the 90th centile (.07 [.04, .09]). IDACI rank did not associate with growth in raw scores on measures of vocabulary, grammar, or word reading. Socioeconomic gaps in vocabulary and grammar were ameliorated when language status at school entry was accounted for, but persisted for word reading. Conclusions. The association of neighbourhood disadvantage with language and literacy primarily reflects higher rates of language disorder in areas of socio-economic deprivation. Interventions that alleviate deprivation and enhance the language and literacy experiences of disadvantaged children could reduce socioeconomic attainment gaps. However, the persistence of language disorder suggests on-going support is required to attenuate personal and societal cost.

scholarly journals The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners

2019 ◽  
Vol 62 (6) ◽  
pp. 1755-1774
Author(s):  
Language and Reading Research Conso ◽  
Carol Mesa ◽  
Gloria Yeomans-Maldonado
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
Structural Equation ◽  
Word Reading ◽  
First Grade ◽  
English Word ◽  
Literacy Skills ◽  
Equation Modeling ◽  
Language And Literacy

Purpose The purpose of the current study was to examine the role that the 1st language, Spanish, at prekindergarten (pre-K) plays in predicting 2nd language (L2), English, word reading in 1st grade. In addition, it examines the role of conceptual vocabulary in predicting word reading in English. Method As part of a longitudinal study of predictors and models of reading comprehension from pre-K to 3rd grade, 248 children attending preschool programs completed Spanish and English measures in the spring of each academic year. In this article, we report the results of English and Spanish measures of oral language and literacy skills that were administered in pre-K and 4 measures of English word reading that were administered in 1st grade. Results Results from structural equation modeling indicated that Spanish oral language made significant direct and indirect contributions to English oral language and word reading. Further, results supported previous evidence indicating that L2 letter knowledge and L2 oral language proficiency are the strongest predictors of L2 word reading in 1st grade. Discussion Similar to findings with monolingual English-speaking children, results support findings that, in the early stages of reading development, oral language in both 1st language and L2 make a significant and independent contribution to word reading. This study has important implications for the support of oral language skills in Latino preschool children.

scholarly journals Bidirectional pathways between psychosocial risk factors and paranoid ideation in a general nonclinical population

2020 ◽  
pp. 1-10
Author(s):  
Aino Saarinen ◽  
Niklas Granö ◽  
Mirka Hintsanen ◽  
Terho Lehtimäki ◽  
C. Robert Cloninger ◽  
...  
Keyword(s):  
Risk Factors ◽  
Alcohol Use ◽  
Psychosocial Factors ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Population Based ◽  
Self Report ◽  
Paranoid Ideation ◽  
Reciprocal Interactions ◽  
Predictive Relationships

Abstract We investigated (a) whether psychosocial factors (experienced stress, anticipatory worry, social detachment, sleeping disturbances, alcohol use) predict the course of paranoid ideation between the ages of 24 to 50 years and (b) whether the predictive relationships are more likely to proceed from the psychosocial factors to paranoid ideation, or vice versa. The participants (N = 1534–1553) came from the population-based Young Finns study. Paranoid ideation and psychosocial factors were assessed by reliable self-report questionnaires in 2001, 2007, and 2011/2012. The data were analyzed using growth curve and structural equation models. High experienced stress, anticipatory worry, social detachment, frequent sleeping disturbances, and frequent alcohol use predicted more paranoid ideation. More risk factors predicted increasing paranoid ideation. There were bidirectional predictive relationships of paranoid ideation with experienced stress, anticipatory worry, social detachment, and sleeping disturbances. The link between alcohol use and paranoid ideation was only correlative. In conclusion, paranoid ideation increases by reciprocal interactions with stress, worry, social detachment, and sleeping disturbances. The findings support the threat–anticipation model of paranoid ideation, providing important implications for treatment of paranoia.

scholarly journals Genetic and Environmental Influences on the Correlations between Traits of Metabolic Syndrome and CKD

2019 ◽  
Vol 14 (11) ◽  
pp. 1590-1596
Author(s):  
Xu Chen ◽  
Istiak Bhuiyan ◽  
Ralf Kuja-Halkola ◽  
Patrik K. E. Magnusson ◽  
Per Svensson
Keyword(s):  
Metabolic Syndrome ◽  
Abdominal Obesity ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Environmental Influences ◽  
Population Based ◽  
European Ancestry ◽  
Cross Sectional ◽  
Environmental Correlations ◽  
Genes And Environment

Background and objectivesMetabolic syndrome is a cluster of risk factors associated with CKD. By studying the genetic and environmental influences on how traits of metabolic syndrome correlate with CKD, the understanding of the etiological relationships can be improved.Design, setting, participants, & measurementsFrom the population-based TwinGene project within the Swedish Twin Registry, 4721 complete twin pairs (9442 European ancestry participants) were included in this cross-sectional twin study. Metabolic syndrome-related continuous traits were measured, and the binary components as well as the status of metabolic syndrome were defined according to the National Cholesterol Education Program-Adult Treatment Panel III. The eGFR was calculated by cystatin C-based equations from the CKD epidemiology collaboration group, and CKD was defined by eGFR<60 ml/min per 1.73 m2. Genetic and environmental contributions to the correlations between traits of metabolic syndrome and CKD were estimated by using twin-based bivariate structural equation models.ResultsThe correlation between metabolic syndrome and eGFR-defined CKD was 0.16 (95% confidence interval [95% CI], 0.12 to 0.20), out of which 51% (95% CI, 12% to 90%) was explained by genes, whereas 15% (95% CI, 0% to 42%) and 34% (95% CI, 16% to 52%) was explained by the shared and nonshared environment, respectively. The genetic and environmental correlations between metabolic syndrome and CKD were 0.29 (95% CI, 0.07 to 0.51) and 0.27 (95% CI, 0.13 to 0.41), respectively. For the correlation between abdominal obesity and eGFR, 69% (95% CI, 10% to 100%) was explained by genes and 23% (95% CI, 5% to 41%) was explained by environment. The genetic correlation between abdominal obesity and eGFR was −0.30 (95% CI, −0.54 to −0.06), whereas the environmental correlation was −0.14 (95% CI, −0.22 to −0.06).ConclusionsBoth genes and environment contribute to the correlation between metabolic syndrome and eGFR-defined CKD. The genetic contribution is particularly important to the correlation between abdominal obesity and eGFR.

Pathways Between Acculturation and Health

2011 ◽  
Vol 33 (4) ◽  
pp. 524-539 ◽  
Author(s):  
Patricia Y. Miranda ◽  
Hector M. González ◽  
Wassim Tarraf
Keyword(s):  
Depressive Symptoms ◽  
Cognitive Function ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Depression Scale ◽  
The Elderly ◽  
Population Based ◽  
Epidemiologic Studies ◽  
Functional Health ◽  
Cross Sectional

The purpose of this study was to assess the association between acculturation and functional health using multiple proxies of acculturation to examine explanatory pathways to clarify disparate health findings. A population-based cross-sectional, multistage probability sample from the Hispanic Established Populations for the Epidemiologic Studies of the Elderly ( N = 3,050) was used. The dependent variables of neuropsychiatric function were depressive symptoms (Center for Epidemiologic Studies Depression Scale [CES-D]) and cognitive function (mini-mental state examination [MMSE]) examined in separate multivariable regression and structural equation models to examine the pathways between acculturation proxies and neuropsychiatric function. Findings indicated that three acculturation proxies were associated with cognitive function but none were associated with depressive symptoms. English proficiency fully mediated the associations between other acculturation proxies and cognitive function. The findings suggest that language plays a central role in the pathway between acculturation and health among Mexican-origin populations.

scholarly journals Information and Trust in Parent-Teacher Cooperation – Connections with Educational Inequality

2020 ◽  
Vol 2 (3) ◽  
pp. 19-28
Author(s):  
Markus P. Neuenschwander
Keyword(s):  
Student Achievement ◽  
Self Efficacy ◽  
Primary Schools ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Educational Inequality ◽  
Language Instruction ◽  
School Year ◽  
Efficacy Expectation ◽  
Parent Trust

There is an ongoing debate on how parents and the cooperation between parents and teachers contribute to educational inequality. In this study, the assumption that information and trust in parent–teacher cooperation mediate the effects of parent socioeconomic status (SES) on student achievement in mathematics and instruction language (German) was examined. The effects of information and trust on achievement were assumed to be mediated by parent self-efficacy expectation in German. The hypotheses were tested using a sample with 1001 students from 4th to 6th grade and their parents in Swiss primary schools using questionnaires and achievement tests at the beginning and the end of a school year. Results from structural equation models with longitudinal data showed that parent trust and parent self-efficacy expectation fully mediated the effect of SES and student achievement in language instruction but not in mathematics. Information did not correlate with SES nor with student achievement, but with trust. Parental trust in the cooperation with teachers affected achievement in both mathematics and German. The model combines the research on parental involvement with the research on educational inequality in school. Teachers need to establish trust in cooperation with low-SES parents to reduce educational inequality in school.

scholarly journals Premature Ejaculation Symptoms Are Associated with Sexual Excitability: Empirical Support for the Hyperarousability Model

Sexes ◽  
2021 ◽  
Vol 2 (3) ◽  
pp. 345-352
Author(s):  
Daniel Ventus ◽  
Patrick Jern
Keyword(s):  
Structural Equation ◽  
Premature Ejaculation ◽  
Structural Equation Models ◽  
Short Form ◽  
Large Population ◽  
Empirical Support ◽  
Population Based ◽  
Sexual Excitation ◽  
Sexual Stimuli ◽  
Dual Control Model

Premature ejaculation (PE) is a common sexual complaint among men, but its etiology is poorly understood. Previous studies on the dual control model of sexuality has revealed that propensities for sexual excitation and inhibition can contribute to sexual dysfunctions, but few studies have included a measure of premature ejaculation. We sought to explore whether PE is associated with sexual excitation or inhibition. We applied structural equation models to data from a large population-based sample of Finnish adult men. The analyses supported a four-factor solution for the sexual inhibition/sexual excitation short-form scale. The clearest result was that increased symptoms of PE were associated with a greater propensity for sexual excitation (β = 151, p < 001, n = 2953). Importantly, this excitation was intrapersonal, as opposed to stemming from social activities. The results imply that men with PE may have stronger and more rapid reactions to sexual stimuli, which in turn may lead to ejaculating earlier than desired.

The Specific Language Impairment/Developmental Language Disorders Forum: Fostering a Discussion of Terminology

2020 ◽  
Vol 5 (1) ◽  
pp. 3-5 ◽  
Author(s):  
Laura Green
Keyword(s):  
Clinical Practice ◽  
Public School ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Language Disorders ◽  
Developmental Language Disorder ◽  
Language Deficits ◽  
Developmental Language Disorders ◽  
Specific Language

Purpose This prologue provides an introduction to the SIG 1 Perspectives forum addressing use of a more recently applied term, developmental language disorder (DLD), as well as a term that has been used in research for several decades, specific language impairment (SLI), to describe children who exhibit language deficits. Included are brief summaries of the 5 articles that comprise the forum. Conclusion The articles in this SLI/DLD forum offer perspectives on the use of both terms. Implications include their application in clinical practice, advocacy, research, treatment, funding, and public school speech/language services.

scholarly journals Mediating pathways from central obesity to childhood asthma: a population-based longitudinal study

2016 ◽  
Vol 48 (3) ◽  
pp. 748-757 ◽  
Author(s):  
An-Hsuan Chih ◽  
Yang-Ching Chen ◽  
Yu-Kang Tu ◽  
Kuo-Chin Huang ◽  
Tai-Yuan Chiu ◽  
...  
Keyword(s):  
Pulmonary Function ◽  
Childhood Asthma ◽  
Structural Equation ◽  
Central Obesity ◽  
Linear Models ◽  
Structural Equation Models ◽  
Population Based ◽  
Health Study ◽  
Respiratory Outcomes ◽  
Mediating Pathways

The mediating pathways linking obesity and asthma are largely unknown. We aimed to investigate the mediating pathways and to search for the most prominent pathological mechanism between central obesity and childhood asthma.In the Taiwan Children Health Study, we collected data on an open cohort of children aged 9–13 years. Children's respiratory outcomes, atopic conditions, obesity measures and pulmonary function were surveyed annually between 2010 and 2012. Exhaled nitric oxide fraction concentrations were recorded in 2012. Generalised estimating equations and general linear models were used to examine the associations between central obesity, possible mediators and asthma. Structural equation models were applied to investigate the pathways that mediate the link between central obesity and asthma.Central obesity (waist-to-hip ratio) most accurately predicted childhood asthma. In the active asthma model, the percentage of mediation was 28.6% for pulmonary function, 18.1% for atopy and 5.7% for airway inflammation. The percentage of mediation for pulmonary function was 40.2% in the lifetime wheeze model. Pulmonary function was responsible for the greatest percentage of mediation among the three mediators in both models.Decline in pulmonary function is the most important pathway in central obesity related asthma. Pulmonary function screening should be applied to obese children for asthma risk prediction.

Late-Emerging Developmental Language Disorders in English-Speaking Monolinguals and English-Language Learners: A Longitudinal Perspective

2019 ◽  
Vol 52 (6) ◽  
pp. 468-479 ◽  
Author(s):  
Fataneh Farnia ◽  
Esther Geva
Keyword(s):  
Working Memory ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Short Term Memory ◽  
Word Reading ◽  
Language Disorders ◽  
Early Years ◽  
Developmental Language Disorders ◽  
English Speaking

Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the challenges of identifying and treating Developmental Language Disorders (DLD) in English Language Learners (ELLs). Developmental patterns of DLD are not necessarily consistent over time, and we hypothesized that some monolinguals and ELLs go “under the radar” in lower grades but their language difficulties become more pronounced in later years, as syntactic demands increase, hence “late-emerging DLD”. This longitudinal study examined (a) the existence of late-emerging DLD in Grades 4-6 in English-speaking monolinguals and ELLs, and (b) the Grade 1 and 3 cognitive and language profiles that predict late-emerging DLD. This study involved monolinguals (n = 149), and ELLs (n = 402) coming from diverse home language backgrounds. Cognitive (working memory, phonological short-term memory, processing speed), language (vocabulary and syntax), and word reading skills were assessed annually from grades 1 to 6. Separate parallel analyses in the monolingual and ELL samples confirmed that late-emerging DLD exists in both groups. In comparison with their typically developing peers, late-emerging DLD can be identified as early as Grade 1 based on poorer performance on phonological awareness, naming speed, and working memory.

scholarly journals The amplification of genetic factors for early vocabulary during children’s language and literacy development

2019 ◽  
Author(s):  
Ellen Verhoef ◽  
Chin Yang Shapland ◽  
Simon E. Fisher ◽  
Philip S. Dale ◽  
Beate St Pourcain
Keyword(s):  
Cognitive Skills ◽  
Structural Equation ◽  
Genetic Factors ◽  
Structural Equation Models ◽  
Receptive Language ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Genetic Influences ◽  
Childhood And Adolescence ◽  
Language And Literacy

AbstractThe heritability of language and literacy skills increases during development. The underlying mechanisms are little understood, and may involve (i) the amplification of early genetic influences and/or (ii) the emergence of novel genetic factors (innovation). Here, we use multivariate structural equation models to quantify these processes, as captured by genome-wide genetic markers. Studying expressive and receptive vocabulary at 38 months and subsequent language, literacy and cognitive skills (7-13 years) in unrelated children (ALSPAC: N≤6,092), we found little support for genetic innovation during mid-childhood and adolescence. Instead, genetic factors for early vocabulary, especially those unique to receptive skills, were amplified. Explaining as little as 3.9%(SE=1.8%) variation in early language, the same genetic influences accounted for 25.7%(SE=6.4%) to 45.1%(SE=7.6%) variation in verbal intelligence and literacy skills, but also performance intelligence, capturing the majority of SNP-heritability (≤99%). This suggests that complex verbal and non-verbal cognitive skills originate developmentaly in early receptive language.

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