The Role of Language in Children's Early Educational Outcomes: Research Brief

Roulstone, Sue; Law, James; Rush, Robert; Clegg, Judy; Peters, Tim J.

doi:10.1037/e603062011-001

Cited by 66 publications

(97 citation statements)

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“…In a DFE report, Roulstone et al (2011) contend that language development at the age of two predicts children's performance on entry to primary school.…”

Section: Introductionmentioning

confidence: 99%

“…The Interactionist or Transactional theory regards language development as a consequence of both nature and nurture (Bohannon and Warren-Leubecker, 1989); and the DFE study by Roulstone et al (2011), and Siraj-Blatchford's (2010) EPPE 3-11 project, stress the association between children's early nurturing and their readiness for primary 22 school. As is evident from the current study, children from disadvantaged backgrounds are not always able to develop at the expected rate with regard to speech and language.…”

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confidence: 99%

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The influence of socio-economic status and ethnicity on speech and language development

Basit

Hughes

Iqbal

et al. 2014

International Journal of Early Years Education

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A number of factors influence the speech and language development of young children, and delay in the development of speech and language can have repercussions for school attainment and life chances. This paper is based on a survey of 3-4 year old children in the city of Stoke-on-Trent in the UK. It analyses the data collected from 255 children in 26 schools, and discusses the effects of socioeconomic status and ethnicity on delayed or advanced language development in young children. Language development in the project was measured using the New Reynell Developmental Language Scales (NRDLS) (Edwards, Letts and Sinka, 2011). The study shows mean standard scores for language Production and Comprehension within the low average range, thus demonstrating a challenge confronting nurseries/preschools in the area in preparing children for compulsory schooling. The research has implications for Early Years education policy and practice.

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“…In a DFE report, Roulstone et al (2011) contend that language development at the age of two predicts children's performance on entry to primary school.…”

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

The influence of socio-economic status and ethnicity on speech and language development

Basit

Hughes

Iqbal

et al. 2014

International Journal of Early Years Education

View full text Add to dashboard Cite

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“…Speech and language difficulties are associated with socio-economic disadvantage (Locke, Ginsborg, and Peers, 2002;Tickell 2011;Weigel, Martin, and Bennett, 2010) while the quality and quantity of verbal interaction in families is linked with socio-economic status (Dockrell et al 2009;Gutman and Feinstein 2008). Roulstone et al (2011) argue that a rich early communicative environment is associated positively with language acquisition and adds value to child development irrespective of social background.…”

Section: Introductionmentioning

confidence: 98%

“…Language is a crucial contributor to child cognitive development since it may predict child academic outcomes (Roulstone et al 2011;Stein et al 2008) and the development of literacy (Dockrell et al 2009). Speech and language difficulties are associated with socio-economic disadvantage (Locke, Ginsborg, and Peers, 2002;Tickell 2011;Weigel, Martin, and Bennett, 2010) while the quality and quantity of verbal interaction in families is linked with socio-economic status (Dockrell et al 2009;Gutman and Feinstein 2008).…”

Section: Introductionmentioning

confidence: 99%

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Out of the mouth of babes: first-time disadvantaged mothers and their perceptions of infant communication

Whitmarsh

2011

International Journal of Early Years Education

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An increasing emphasis is being placed on the importance of speech, language and communication (SLC) development during the first two years of life, since this contributes to cognitive ability and to later educational outcomes. This article explores what disadvantaged, first-time mothers know and understand about three key contributors to positive infant SLC development: child-directed speech, book-sharing and motherÁchild interaction. Fifty mothers completed questionnaires and 20 mothers were interviewed. The findings show that: mothers were unsure of the value of child-directed speech; few mothers offered a rationale for book-sharing; the interviewed teen mothers were not sharing books with their babies and although most mothers agreed that repeating sounds supported language development, mothers were less sure about whether babies could copy speech sounds at 2 months. Although this is a small-scale study, it offers some useful pointers for supporting mothers in child communication and some new areas for further research. This paper explores how disadvantaged, first-time mothers support infant speech, language and communication (SLC). While measures of SLC development at later ages and consequent interventions are of great importance, Melhuish, Belsky, and Leyland (2007, 2) suggest a need to identify developmental influences during the first two years of life:Children growing up in impoverished circumstances are generally exposed to language that differs both qualitatively and quantitatively from the experience of more fortunate children. A social class gradient in language skills is already emerging by the time a child is two years old and the gap widens substantially by the time children reach statutory school age.This key observation, a language gap between disadvantaged and more advantaged children by two years of age, triggered this research into how SLC skills are mediated by mothers during the first months of child life. The expansion of childcare provision catering for children from infancy onwards and an increased government *

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An Irish Cohort Study of Risk and Protective Factors for Infant Language Development at 9 Months

Mcnally

Quigley

2014

Infant and Child Development

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This nationally representative study of Irish infants explores whether the set of child and environmental factors established as predicting language outcomes aged 3 years would also predict language and communication development as early as age 9 months. Associations between infant and environmental characteristics and infant language outcomes at 9 months, as measured on the ASQ 10-month communication questionnaire, were explored in a series of bivariate logistic regression models and in a fully adjusted multivariable logistic regression model. Infant gender, health, birthweight and temperament were significantly associated with passing the ASQ communication measure at 9 months. Being an only child and having some experience of relative childcare predicted positive communication outcomes. Infants of older mothers and mothers who spoke less to the child while doing other things were significantly less likely to pass. Infants of mothers with the lowest educational level were more likely than their peers to pass at 9 months. Unlike language outcomes at 3 years, low maternal education does not appear to be a risk factor for poorer outcomes at 9 months. This study adds significantly to the infant language development literature by focussing on communication outcomes in early infancy and identifying protective and risk factors at such an early stage.

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The Role of Language in Children's Early Educational Outcomes: Research Brief

Cited by 66 publications

References 0 publications

The influence of socio-economic status and ethnicity on speech and language development

The influence of socio-economic status and ethnicity on speech and language development

Out of the mouth of babes: first-time disadvantaged mothers and their perceptions of infant communication

An Irish Cohort Study of Risk and Protective Factors for Infant Language Development at 9 Months

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