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Precursors of Language Ability and Academic Performance: An Intergenerational, Longitudinal Study of At-Risk Children

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Title: Precursors of Language Ability and Academic Performance: An Intergenerational, Longitudinal Study of At-Risk Children
Language: English
Authors: Campisi, Lisa, Serbin, Lisa A., Stack, Dale M., Schwartzman, Alex E., Ledingham, Jane E.
Source: Infant and Child Development. Sep-Oct 2009 18(5):377-403.
Availability: Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Peer Reviewed: Y
Page Count: 27
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Preschool Education
Descriptors: Mothers, Child Language, Expressive Language, Language Aptitude, Academic Ability, Longitudinal Studies, Intergenerational Programs, At Risk Students, Developmental Psychology, Child Psychology, Foreign Countries, Parent Child Relationship, Child Development, Portfolio Assessment
Geographic Terms: Canada (Montreal)
DOI: 10.1002/icd.628
ISSN: 1522-7227
Abstract: The current investigation examined whether inter-generational transfer of risk could be revealed through mothers' and preschool-aged children's expressive language, and whether continuity of risk persisted in these children's academic abilities, 3 years later. Participating families were drawn from the Concordia Longitudinal Risk Project, a prospective, longitudinal investigation of French-speaking families from low-SES Montreal neighbourhoods. At Time 1, mothers' history of childhood social withdrawal was shown to predict mothers' child-directed language. Mothers' language complexity was also shown to be predictive of preschoolers' expressive language and was found to mediate the relationship between maternal social withdrawal and child language. At Time 2, children's language-related academic abilities were predicted by their expressive language at preschool age. The findings support an inter-generational continuity of risk operating through language complexity and extending to children's performance in language-related academic abilities at school age. (Contains 4 tables.)
Abstractor: As Provided
Number of References: 72
Entry Date: 2009
Accession Number: EJ859134
Database: ERIC
FullText Text:
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  Data: Precursors of Language Ability and Academic Performance: An Intergenerational, Longitudinal Study of At-Risk Children
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Campisi%2C+Lisa%22">Campisi, Lisa</searchLink><br /><searchLink fieldCode="AR" term="%22Serbin%2C+Lisa+A%2E%22">Serbin, Lisa A.</searchLink><br /><searchLink fieldCode="AR" term="%22Stack%2C+Dale+M%2E%22">Stack, Dale M.</searchLink><br /><searchLink fieldCode="AR" term="%22Schwartzman%2C+Alex+E%2E%22">Schwartzman, Alex E.</searchLink><br /><searchLink fieldCode="AR" term="%22Ledingham%2C+Jane+E%2E%22">Ledingham, Jane E.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Infant+and+Child+Development%22"><i>Infant and Child Development</i></searchLink>. Sep-Oct 2009 18(5):377-403.
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  Label: Availability
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  Data: Wiley-Blackwell. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 27
– Name: DatePubCY
  Label: Publication Date
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  Data: 2009
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Language%22">Child Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Aptitude%22">Language Aptitude</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+Programs%22">Intergenerational Programs</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Psychology%22">Developmental Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Psychology%22">Child Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Canada+%28Montreal%29%22">Canada (Montreal)</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.1002/icd.628
– Name: ISSN
  Label: ISSN
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  Data: 1522-7227
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The current investigation examined whether inter-generational transfer of risk could be revealed through mothers' and preschool-aged children's expressive language, and whether continuity of risk persisted in these children's academic abilities, 3 years later. Participating families were drawn from the Concordia Longitudinal Risk Project, a prospective, longitudinal investigation of French-speaking families from low-SES Montreal neighbourhoods. At Time 1, mothers' history of childhood social withdrawal was shown to predict mothers' child-directed language. Mothers' language complexity was also shown to be predictive of preschoolers' expressive language and was found to mediate the relationship between maternal social withdrawal and child language. At Time 2, children's language-related academic abilities were predicted by their expressive language at preschool age. The findings support an inter-generational continuity of risk operating through language complexity and extending to children's performance in language-related academic abilities at school age. (Contains 4 tables.)
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  Label: Entry Date
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  Data: 2009
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ859134
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ859134
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        Value: 10.1002/icd.628
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      – Text: English
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        PageCount: 27
        StartPage: 377
    Subjects:
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Child Language
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      – SubjectFull: Expressive Language
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      – SubjectFull: Language Aptitude
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      – SubjectFull: Academic Ability
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Intergenerational Programs
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      – SubjectFull: At Risk Students
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      – SubjectFull: Developmental Psychology
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      – SubjectFull: Child Psychology
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      – SubjectFull: Parent Child Relationship
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      – SubjectFull: Child Development
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      – SubjectFull: Portfolio Assessment
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      – SubjectFull: Canada (Montreal)
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      – TitleFull: Precursors of Language Ability and Academic Performance: An Intergenerational, Longitudinal Study of At-Risk Children
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