scholarly journals Home Literacy and Numeracy Interact and Mediate the Relationship Between Socio-Economic Status and Early Linguistic and Numeracy Skills in Preschoolers

2021 ◽  
Vol 12 ◽  
Author(s):  
Paola Bonifacci ◽  
Diego Compiani ◽  
Alexandra Affranti ◽  
Benedetta Peri
Keyword(s):  
Early Literacy ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Economic Status ◽  
Literacy Skills ◽  
Home Literacy ◽  
Language And Literacy ◽  
Socio Economic Status ◽  
Numeracy Skills ◽  
Language Measures

This longitudinal study aimed at evaluating the relationships between socio-economic status (SES) and early literacy and numeracy skills, testing home literacy and home numeracy as mediators. It also investigated the interaction of home literacy and numeracy on early literacy and numeracy skills. The study involved 310 preschool children attending the second and the third year. Parents completed questionnaires on SES and home literacy and numeracy. In the first session, children were administered language measures and non-symbolic numeracy skills and, in the second wave, tasks of early literacy and symbolic numeracy skills. Structural equation models (SEMs) showed that SES was predictive of early language and literacy skills and non-symbolic numeracy skills. In addition, home literacy and home numeracy significantly mediated the relationships between SES and children’s skills. Finally, home literacy and home numeracy showed a significant negative interaction on symbolic numeracy skills. Implications for research and educational settings are discussed.

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.

scholarly journals Associations between young children’s 
print fixations during book reading and 
their early literacy skills

2020 ◽  
Vol 4 (1) ◽  
pp. 45-56
Author(s):  
Baogen Liu ◽  
Feifei Li ◽  
Hui Jiang ◽  
Justice M. Laura
Keyword(s):  
Early Literacy ◽  
Direct Effect ◽  
Reading Ability ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Literacy Skills ◽  
Reciprocal Relationship ◽  
Book Reading ◽  
Eye Tracker ◽  
Early Literacy Skills

In the current study, the potentially causal association between young children’s fixations on print and their early literacy ability was explored. The primary purpose was to determine the potentially reciprocal relations between print fixations and literacy abilities, such that print fixations and early literacy skills reciprocally enhance one another rather than one having a direct effect on the other (e.g., fixation on print leads to improvement in early literacy skills). Visual fixations on print for 95 Chinese children ranging in age from 4 to 6 years were recorded using an eye tracker, and their early literacy abilities (vocabulary, orthographic awareness and reading ability) were concurrently examined. Results of structural equation models designed to test different pathways through which print fixations and early literacy skills are related revealed that the reciprocal relationship between print fixations and early literacy skills was not supported, and that fixations on print seem to have a direct effect on children’s literacy skills.

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.

NEIGHBORHOOD SOCIOECONOMIC WELL-BEING, HOME LITERACY, AND EARLY LITERACY SKILLS OF AT-RISK PRESCHOOLERS

2013 ◽  
Vol 50 (8) ◽  
pp. 755-769 ◽  
Author(s):  
John Mark Froiland ◽  
Douglas R. Powell ◽  
Karen E. Diamond ◽  
Seung-Hee Claire Son
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Well Being ◽  
Literacy Skills ◽  
Home Literacy ◽  
Early Literacy Skills

The Effects of a Comprehensive Early Literacy Project on Preschoolers’ Language and Literacy Skills

2013 ◽  
Vol 42 (5) ◽  
pp. 295-304 ◽  
Author(s):  
Yaoying Xu ◽  
Christopher Chin ◽  
Evelyn Reed ◽  
Cynthia Hutchinson
Keyword(s):  
Early Literacy ◽  
Literacy Skills ◽  
Language And Literacy
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