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

Autor/inn/en	Campisi, Lisa; Serbin, Lisa A.; Stack, Dale M.; Schwartzman, Alex E.; Ledingham, Jane E.
Titel	Precursors of Language Ability and Academic Performance: An Intergenerational, Longitudinal Study of At-Risk Children
Quelle	In: Infant and Child Development, 18 (2009) 5, S.377-403 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.628
Schlagwörter	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; Canada (Montreal) + Suchen Sie Ihr Suchwort? Mother; Mutter; 'Children''s language'; Kindersprache; Sprachbegabung; Spracheignung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungspsychologie; Kinderpsychologie; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindesentwicklung; Portfoliobeurteilung
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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10