Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development.
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| Title: | Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development. |
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| Authors: | Gibson, Jenny L., Newbury, Dianne F., Durkin, Kevin, Pickles, Andrew, Conti-Ramsden, Gina, Toseeb, Umar |
| Source: | Oxford Review of Education. Apr2021, Vol. 47 Issue 2, p260-283. 24p. 2 Diagrams, 5 Charts. |
| Subjects: | Early childhood education, Social development, Language acquisition, Social skills education, Social skills education in primary schools |
| Abstract: | The quality of a child's early language and communication environment (ELCE) is an important predictor of later educational outcomes. However, less is known about the routes via which these early experiences influence the skills that support academic achievement. Using data from the Avon Longitudinal Study of Parents and Children (n = 7,120) we investigated relations between ELCE (<2 years), literacy and social adjustment at school entry (5 years), structural language development and social development in mid-primary school (7–9 years), and literacy outcomes (reading and writing) at the end of primary school (11 years) using structural equation modelling. ELCE was a significant, direct predictor of social adjustment and literacy skills at school entry and of linguistic and social competence at 7–9 years. ELCE did not directly explain variance in literacy outcomes at the end of primary school, instead the influence was exerted via indirect paths through literacy and social adjustment aged 5, and, language development and social development at 7–9 years. Linguistic and social skills were both predictors of literacy skills at the end of primary school. Findings are discussed with reference to their potential implications for the timing and targets of interventions designed to improve literacy outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Oxford Review of Education is the property of Taylor & Francis Ltd 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: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 149730853 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03054985.2020.1824902 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 260 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Social development Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Social skills education Type: general – SubjectFull: Social skills education in primary schools Type: general Titles: – TitleFull: Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gibson, Jenny L. – PersonEntity: Name: NameFull: Newbury, Dianne F. – PersonEntity: Name: NameFull: Durkin, Kevin – PersonEntity: Name: NameFull: Pickles, Andrew – PersonEntity: Name: NameFull: Conti-Ramsden, Gina – PersonEntity: Name: NameFull: Toseeb, Umar IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 03054985 Numbering: – Type: volume Value: 47 – Type: issue Value: 2 Titles: – TitleFull: Oxford Review of Education Type: main |
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