Predicting Literacy Skills at 8 Years from Preschool Language Trajectories: A Population-Based Cohort Study
Purpose: This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3-5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. M...
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| Veröffentlicht in: | Journal of speech, language, and hearing research language, and hearing research, 2020-08, Vol.63 (8), p.2752-2762 |
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| creator | Jin, Fufen Schjølberg, Synnve Wang, Mari Vaage Eadie, Patricia Nes, Ragnhild Bang Røysamb, Espen Tambs, Kristian |
| description | Purpose: This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3-5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. Method: The data comprised mother-reported questionnaire data for 8,371 children in the Norwegian Mother, Father, and Child Cohort Study. Analyses were conducted using binary logistic regression in SPSS to make predictions about risk. Results: LD reported at preschool age was associated with excess risk of poor literacy at 8 years with odds ratios ranging from 3.19 to 9.75 dependent on trajectory, persistent LD being the strongest predictor. The odds ratio of transient LD was similar to that of late-onset LD. Gender was not found to play an important role in the association between oral language and literacy, as the gender difference disappeared when gender-specific deficit criterion was used. Conclusion: Our study supports the longitudinal association between preschool oral language and school-aged literacy skills and highlights the importance of different LD trajectories across preschool ages in predicting later literacy. Furthermore, practitioners are recommended to consider gender-specific cutoffs in relation to language and literacy measures. |
| doi_str_mv | 10.1044/2020_JSLHR-19-00286 |
| format | Article |
| fullrecord | <record><control><sourceid>gale_crist</sourceid><recordid>TN_cdi_cristin_nora_10852_83452</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><galeid>A633625345</galeid><ericid>EJ1272880</ericid><sourcerecordid>A633625345</sourcerecordid><originalsourceid>FETCH-LOGICAL-c537t-9166a6b003cc76f9b5af5eee31fdd024c8e1590b6da2f07b4a71154e0675b4823</originalsourceid><addsrcrecordid>eNptks1uEzEUhUcIJErhCRDCEhJiM8X_42EXotJSRaIiZcHKcjx3EqfOONieRd4epymUotgLW9Z3rq-PT1W9JviMYM4_UkyxvprPLr_XpK0xpko-qU6IEKpuCaZPyx63tOZMqefVi5TWuAzC5Ul1ex2hcza7YYlmLkM0dofmt877hExGCv0EExPqY9iggia7CsGjmRmWo1kCuolmDTaH6CB9QhN0HbajN9mFof5sEnRoGlYhZjTPY7d7WT3rjU_w6n49rX58Ob-ZXtazbxdfp5NZbQVrculYSiMXGDNrG9m3C2F6AQCM9F2HKbcKiGjxQnaG9rhZcNMQIjhg2YgFV5SdVm8PdW10qbxMDyEaTbASVCvGxZ74cCC2MfwaIWW9ccmC92aAMCZNOZVEcXGHvvsPXYcxDqX_QjVEENIS9kAtjQfthj7k4uS-qJ5IxiQV5d5C1UeoJQzFdh8G6F05fsSfHeHL7GDj7FHB-38EKzA-r1Lw4_5D0mOQ_bEopBSh19voNibuik16Hyn9EClNWn0XqaJ6c1BBdPav4vyK0IYqhdlvlGDDmQ</addsrcrecordid><sourcetype>Open Access Repository</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2471511913</pqid></control><display><type>article</type><title>Predicting Literacy Skills at 8 Years from Preschool Language Trajectories: A Population-Based Cohort Study</title><source>NORA - Norwegian Open Research Archives</source><source>EBSCOhost Education Source</source><source>Alma/SFX Local Collection</source><creator>Jin, Fufen ; Schjølberg, Synnve ; Wang, Mari Vaage ; Eadie, Patricia ; Nes, Ragnhild Bang ; Røysamb, Espen ; Tambs, Kristian</creator><creatorcontrib>Jin, Fufen ; Schjølberg, Synnve ; Wang, Mari Vaage ; Eadie, Patricia ; Nes, Ragnhild Bang ; Røysamb, Espen ; Tambs, Kristian</creatorcontrib><description>Purpose: This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3-5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. Method: The data comprised mother-reported questionnaire data for 8,371 children in the Norwegian Mother, Father, and Child Cohort Study. Analyses were conducted using binary logistic regression in SPSS to make predictions about risk. Results: LD reported at preschool age was associated with excess risk of poor literacy at 8 years with odds ratios ranging from 3.19 to 9.75 dependent on trajectory, persistent LD being the strongest predictor. The odds ratio of transient LD was similar to that of late-onset LD. Gender was not found to play an important role in the association between oral language and literacy, as the gender difference disappeared when gender-specific deficit criterion was used. Conclusion: Our study supports the longitudinal association between preschool oral language and school-aged literacy skills and highlights the importance of different LD trajectories across preschool ages in predicting later literacy. Furthermore, practitioners are recommended to consider gender-specific cutoffs in relation to language and literacy measures.</description><identifier>ISSN: 1092-4388</identifier><identifier>EISSN: 1558-9102</identifier><identifier>DOI: 10.1044/2020_JSLHR-19-00286</identifier><language>eng</language><publisher>Rockville: American Speech-Language-Hearing Association</publisher><subject>Analysis ; Autism ; Birth weight ; Child Development ; Children ; Children & youth ; Cohort analysis ; Correlation ; Delayed language acquisition ; Delayed Speech ; Early childhood education ; Foreign Countries ; Gender Differences ; Grade 2 ; Language Acquisition ; Language Aptitude ; Language disorders ; Language Skills ; Literacy ; Longitudinal Studies ; Measures (Individuals) ; Mother Attitudes ; Norway ; Norwegian ; Oral Language ; Pervasive Developmental Disorders ; Population-based studies ; Prediction ; Preschool Children ; Preschool education ; Reading comprehension ; Reading Skills ; Risk ; Screening Tests ; Spoken language</subject><ispartof>Journal of speech, language, and hearing research, 2020-08, Vol.63 (8), p.2752-2762</ispartof><rights>COPYRIGHT 2020 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Aug 2020</rights><rights>info:eu-repo/semantics/openAccess</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c537t-9166a6b003cc76f9b5af5eee31fdd024c8e1590b6da2f07b4a71154e0675b4823</citedby><cites>FETCH-LOGICAL-c537t-9166a6b003cc76f9b5af5eee31fdd024c8e1590b6da2f07b4a71154e0675b4823</cites><orcidid>0000-0003-3711-3060</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,780,784,885,26567,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1272880$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Jin, Fufen</creatorcontrib><creatorcontrib>Schjølberg, Synnve</creatorcontrib><creatorcontrib>Wang, Mari Vaage</creatorcontrib><creatorcontrib>Eadie, Patricia</creatorcontrib><creatorcontrib>Nes, Ragnhild Bang</creatorcontrib><creatorcontrib>Røysamb, Espen</creatorcontrib><creatorcontrib>Tambs, Kristian</creatorcontrib><title>Predicting Literacy Skills at 8 Years from Preschool Language Trajectories: A Population-Based Cohort Study</title><title>Journal of speech, language, and hearing research</title><description>Purpose: This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3-5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. Method: The data comprised mother-reported questionnaire data for 8,371 children in the Norwegian Mother, Father, and Child Cohort Study. Analyses were conducted using binary logistic regression in SPSS to make predictions about risk. Results: LD reported at preschool age was associated with excess risk of poor literacy at 8 years with odds ratios ranging from 3.19 to 9.75 dependent on trajectory, persistent LD being the strongest predictor. The odds ratio of transient LD was similar to that of late-onset LD. Gender was not found to play an important role in the association between oral language and literacy, as the gender difference disappeared when gender-specific deficit criterion was used. Conclusion: Our study supports the longitudinal association between preschool oral language and school-aged literacy skills and highlights the importance of different LD trajectories across preschool ages in predicting later literacy. Furthermore, practitioners are recommended to consider gender-specific cutoffs in relation to language and literacy measures.</description><subject>Analysis</subject><subject>Autism</subject><subject>Birth weight</subject><subject>Child Development</subject><subject>Children</subject><subject>Children & youth</subject><subject>Cohort analysis</subject><subject>Correlation</subject><subject>Delayed language acquisition</subject><subject>Delayed Speech</subject><subject>Early childhood education</subject><subject>Foreign Countries</subject><subject>Gender Differences</subject><subject>Grade 2</subject><subject>Language Acquisition</subject><subject>Language Aptitude</subject><subject>Language disorders</subject><subject>Language Skills</subject><subject>Literacy</subject><subject>Longitudinal Studies</subject><subject>Measures (Individuals)</subject><subject>Mother Attitudes</subject><subject>Norway</subject><subject>Norwegian</subject><subject>Oral Language</subject><subject>Pervasive Developmental Disorders</subject><subject>Population-based studies</subject><subject>Prediction</subject><subject>Preschool Children</subject><subject>Preschool education</subject><subject>Reading comprehension</subject><subject>Reading Skills</subject><subject>Risk</subject><subject>Screening Tests</subject><subject>Spoken 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speech, language, and hearing research</jtitle><date>2020-08-01</date><risdate>2020</risdate><volume>63</volume><issue>8</issue><spage>2752</spage><epage>2762</epage><pages>2752-2762</pages><issn>1092-4388</issn><eissn>1558-9102</eissn><abstract>Purpose: This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3-5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. Method: The data comprised mother-reported questionnaire data for 8,371 children in the Norwegian Mother, Father, and Child Cohort Study. Analyses were conducted using binary logistic regression in SPSS to make predictions about risk. Results: LD reported at preschool age was associated with excess risk of poor literacy at 8 years with odds ratios ranging from 3.19 to 9.75 dependent on trajectory, persistent LD being the strongest predictor. The odds ratio of transient LD was similar to that of late-onset LD. Gender was not found to play an important role in the association between oral language and literacy, as the gender difference disappeared when gender-specific deficit criterion was used. Conclusion: Our study supports the longitudinal association between preschool oral language and school-aged literacy skills and highlights the importance of different LD trajectories across preschool ages in predicting later literacy. Furthermore, practitioners are recommended to consider gender-specific cutoffs in relation to language and literacy measures.</abstract><cop>Rockville</cop><pub>American Speech-Language-Hearing Association</pub><doi>10.1044/2020_JSLHR-19-00286</doi><tpages>11</tpages><orcidid>https://orcid.org/0000-0003-3711-3060</orcidid><oa>free_for_read</oa></addata></record> |
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| source | NORA - Norwegian Open Research Archives; EBSCOhost Education Source; Alma/SFX Local Collection |
| subjects | Analysis Autism Birth weight Child Development Children Children & youth Cohort analysis Correlation Delayed language acquisition Delayed Speech Early childhood education Foreign Countries Gender Differences Grade 2 Language Acquisition Language Aptitude Language disorders Language Skills Literacy Longitudinal Studies Measures (Individuals) Mother Attitudes Norway Norwegian Oral Language Pervasive Developmental Disorders Population-based studies Prediction Preschool Children Preschool education Reading comprehension Reading Skills Risk Screening Tests Spoken language |
| title | Predicting Literacy Skills at 8 Years from Preschool Language Trajectories: A Population-Based Cohort Study |
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