Vocabulary knowledge mediates the link between socioeconomic status and word learning in grade school

Maguire, Mandy J.; Schneider, Julie; Middleton, Anna E.; Ralph, Yvonne K.; López, Michael; Ackerman, Robert A.; Abel, Alyson D.

doi:10.1016/j.jecp.2017.10.003

Cited by 39 publications

(29 citation statements)

References 26 publications

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“…were attending schools with a relatively balanced distribution of SES rankings, which suggests that the SES differences identified may reflect the impact of the home more so than school environ- Interestingly, the early impact of SES was not pervasive in the present sample since there were no significant differences in vocabulary knowledge at the start of formal reading instruction, a factor that has previously been shown to distinguish children from high versus low socioeconomic backgrounds early on (Fernald et al, 2013;Hart & Risley, 1995). That said, the emergence of differences in language and reading abilities by the end of second grade aligns with the well-established achievement gap characterized by disparities in SES (Becker, 2011;Maguire et al, 2018;Rowe & Goldin-Meadow, 2009). However, this is also a reflection of the differences in achievement that can emerge as a direct consequence of difficulty with reading (Stanovich, 1986).…”

Section: Socioeconomic Status Is Linked With Subsequent Reading Outmentioning

confidence: 58%

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

Zuk

Dunstan

Norton

et al. 2020

Developmental Science

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Recent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who do not subsequently develop poor reading skills to specify factors associated with better reading outcomes among at-risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive-linguistic, environmental, and neural levels. Relative to at-risk kindergarteners with subsequent poor reading, those with typical reading outcomes were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and structural organization of the posterior right-hemispheric superior longitudinal fasciculus (SLF). A positive association between structural organization of the right SLF and subsequent decoding skills was found to be specific to at-risk children and not observed among typical controls. Among at-risk children, several kindergarten-age factors were found to significantly contribute to the prediction of subsequent decoding skills: white matter organization in the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive-linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among

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Section: Socioeconomic Status Is Linked With Subsequent Reading Outmentioning

confidence: 58%

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

Zuk

Dunstan

Norton

et al. 2020

Developmental Science

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“…These children might have highly developed conceptual-semantic skills, probably due to high socioeconomic status (Maguire et al, 2018). This could have supported analogical reasoning and further contributed to the difference between the two groups.…”

Section: Discussionmentioning

confidence: 82%

How language and inhibition influence analogical reasoning in children with or without developmental language disorder?

Krzemien

Thibaut²,

Maillart

2019

Journal of Clinical and Experimental Neuropsychology

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How language and inhibition influence analogical reasoning in children with or without developmental language disorder? Introduction. Analogical reasoning is a human ability of crucial importance in several domains of cognition, such as numerical abilities, social cognition, and language, and which is impaired in children with developmental language disorder (DLD). This impairment might be caused by their weaknesses in inhibition or by the inefficient use of phonological recoding. Method. We compared children with DLD and age-matched children without language disorders in an A:B::C:D analogical task. We manipulated two variables: interference (versus no interference) was used to evaluate the impact of articulatory suppression on analogical performance, and distraction (versus no distractor) was used to test whether perceptual distractors (which compete with relational responses) diminish children's performance. Results. Contrary to expectations, articulatory suppression does not have a negative effect on analogical reasoning. In contrast, perceptual distractors have a detrimental impact on performance, and children with DLD are more impacted by perceptual distraction than their peers. Moreover, inhibition, as measured by a classical inhibition task, influences performance, but only for children with DLD. Conclusion. The analogical reasoning impairment observed in DLD, therefore, seems to be related to perceptual distraction and inhibition rather than to phonological recoding. To conclude, this study investigates the analogical reasoning impairment observed in DLD and contributes to our understanding of the relationships between language, analogical reasoning, and executive functions.

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“…Interestingly, the early impact of SES was not pervasive in the present sample since there were no significant differences in vocabulary knowledge at the start of formal reading instruction, a factor that has previously been shown to distinguish children from high versus low socioeconomic backgrounds early on 43,44 . That said; the emergence of differences in language and reading abilities by the end of second grade aligns with the well-established achievement gap characterized by disparities in SES [45][46][47] . However, this is also a reflection of the differences in achievement that can emerge as a direct consequence of difficulty with reading 66 .…”

Section: Socioeconomic Status: An Important Environmental Factor Linkmentioning

confidence: 74%

“…From early childhood, significant disparities in vocabulary knowledge have been observed when comparing children from high versus low socioeconomic backgrounds 43,44 . This achievement gap has been documented to widen along the developmental trajectory, presumably due to the complex influence of parent education level, occupation, and income on child development [45][46][47] .…”

Section: Environmental Factorsmentioning

confidence: 99%

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

Zuk

Dunstan

Norton³

et al. 2019

Preprint

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ABSTRACTRecent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who do not subsequently develop dyslexia to specify factors associated with better reading outcomes among at-risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive-linguistic, environmental, and neural levels. Relative to at-risk kindergarteners who subsequently developed dyslexia, those who did not were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and microstructure of the posterior right-hemispheric superior longitudinal fasciculus (SLF). A positive association between microstructure of the right SLF and subsequent decoding skills was found to be specific to at-risk children and not observed among typical controls. Among at-risk children, several kindergarten-age factors were found to significantly contribute to the prediction of subsequent decoding skills: microstructure of the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive-linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among at-risk children. This study has important implications for approaches to early screening, and assessment strategies for at-risk children.

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Vocabulary knowledge mediates the link between socioeconomic status and word learning in grade school

Cited by 39 publications

References 26 publications

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

How language and inhibition influence analogical reasoning in children with or without developmental language disorder?

Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study

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