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Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes.

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Title: Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes.
Authors: McLeod, Sharynne1 smcleod@csu.edu.au, Harrison, Linda J.2, McMahon, Catherine3, Wang, Cen1, Evans, John Robert4
Source: Language, Speech & Hearing Services in Schools. Jul2025, Vol. 56 Issue 3, p730-746. 17p.
Subject Terms: *Language & languages, *Comparative grammar, *Reading, *Parents, *Parent attitudes, *Learning, *Longitudinal method, *Child development, *College teacher attitudes, *Language disorders, *Literacy, *Comparative studies, *Language acquisition, *Orthography & spelling, *Written communication, *Adverse childhood experiences, *Educational attainment, Speech, Mathematics, Research funding, Questionnaires, Chi-squared test, Descriptive statistics, Surveys, Sociodemographic factors, Indigenous Australians, Social classes, Disease risk factors
Abstract: Purpose: The aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes. Method: Participants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3--5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program--Literacy and Numeracy (NAPLAN) tests (Grade 3, 8-- 9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8--9, 9--10 years), and (c) research officer--administered Progressive Achievement Tests in Reading (PAT-Reading; 6--7, 7--8, 8--9, 9--10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8--9, 9--10 years). Results: After controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9--10 years), and PAT-Reading (6--7 years) and PAT-Maths (9--10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests. Conclusion: Parental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes.
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2025, Vol. 56 Issue 3, p730-746. 17p.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The aim of this study was to longitudinally investigate parent-reported children's speech and language in early childhood as an early indicator of Indigenous Australians' school-age educational outcomes. Method: Participants were 1,534 children from the Longitudinal Study of Indigenous Children (LSIC) whose parents reported on expressive and receptive speech and language concern (SLC) at 3--5 years using the Parents' Evaluation of Developmental Status. A total of 467 children (30.4%) were identified as having SLC, of whom 308 had only expressive SLC, 65 had only receptive SLC, and 81 had both expressive and receptive SLC. Educational outcomes included (a) National Assessment Program--Literacy and Numeracy (NAPLAN) tests (Grade 3, 8-- 9 years), (b) teacher-reported literacy and numeracy on the Academic Rating Scale (ARS; 8--9, 9--10 years), and (c) research officer--administered Progressive Achievement Tests in Reading (PAT-Reading; 6--7, 7--8, 8--9, 9--10 years) and Progressive Achievement Tests in Mathematics (PAT-Maths; 8--9, 9--10 years). Results: After controlling for covariates (child age, sex, having hearing problems, having a disability, speaking an Indigenous language, parent education, family life events, community socioeconomic status, and remoteness), SLC was associated with significantly lower scores on all NAPLAN subtests (Reading, Writing, Spelling, Grammar, Numeracy), teacher-rated ARS for Language and Literacy (9--10 years), and PAT-Reading (6--7 years) and PAT-Maths (9--10 years). Subgroup comparisons indicated that children with both expressive and receptive SLC had the poorest outcomes on NAPLAN and ARS subtests. Conclusion: Parental reporting of Indigenous Australian children's SLC in early childhood is an important early indicator of education outcomes at school, indicating the importance of families throughout a child's trajectory of learning and development. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186696963
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_LSHSS-23-00200
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 17
        StartPage: 730
    Subjects:
      – SubjectFull: Language & languages
        Type: general
      – SubjectFull: Comparative grammar
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Parent attitudes
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Orthography & spelling
        Type: general
      – SubjectFull: Written communication
        Type: general
      – SubjectFull: Adverse childhood experiences
        Type: general
      – SubjectFull: Educational attainment
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      – SubjectFull: Speech
        Type: general
      – SubjectFull: Mathematics
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      – SubjectFull: Research funding
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      – SubjectFull: Questionnaires
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      – SubjectFull: Chi-squared test
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        Type: general
      – SubjectFull: Sociodemographic factors
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      – SubjectFull: Indigenous Australians
        Type: general
      – SubjectFull: Social classes
        Type: general
      – SubjectFull: Disease risk factors
        Type: general
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      – TitleFull: Parent-Reported Speech and Language in Early Childhood Is an Early Indicator of Indigenous Australian Children's Literacy and Numeracy Outcomes.
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            – D: 01
              M: 07
              Text: Jul2025
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              Y: 2025
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