Book contents
- Language Development
- Language Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- A Tribute to Our Friend, Colleague and Fellow Editor, Professor James Law
- Introduction
- Part One Factors Influencing Language Development
- Part Two Continuity and Change
- Part Three Impact, Intervention and Equity
- Index
- References
Part Two - Continuity and Change
Published online by Cambridge University Press: 11 August 2022
By
Book contents
- Language Development
- Language Development
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- A Tribute to Our Friend, Colleague and Fellow Editor, Professor James Law
- Introduction
- Part One Factors Influencing Language Development
- Part Two Continuity and Change
- Part Three Impact, Intervention and Equity
- Index
- References
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- Language DevelopmentIndividual Differences in a Social Context, pp. 257 - 346Publisher: Cambridge University PressPrint publication year: 2022
References
References
Adamson, L. B., Bakeman, R., Deckner, D. F., & Nelson, P. B. (2014). From interactions to conversations: The development of joint engagement during early childhood. Child Development, 85(3), 941–955.Google Scholar
Ambridge, B., & Lieven, E. V. M. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.Google Scholar
Ambridge, B., & Rowland, C. F. (2013). Experimental methods in studying child language acquisition. Wiley Interdisciplinary Reviews: Cognitive Science, 4(2), 149–168.Google Scholar
Axford, N., Sonthalia, S., Wrigley, Z., Goodwin, A., Ohlson, C., Bjornstad, G., … & Toft, A. (2015). The best start at home. Early Intervention Foundation evidence. London: Early Intervention Foundation.Google Scholar
Beitchman, J. H., Jiang, H., Koyama, E., Johnson, C. J., Escobar, M., Atkinson, L., … & Vida, R. (2008). Models and determinants of vocabulary growth from kindergarten to adulthood. Journal of Child Psychology and Psychiatry, 49(6), 626–634.CrossRefGoogle ScholarPubMed
Beitchman, J. H., Nair, R., Clegg, M., & Patel, P. G. (1986). Prevalence of speech and language disorders in 5-year-old kindergarten children in the Ottawa-Carleton region. Journal of Speech and Hearing Research, 51, 98–110.Google Scholar
Beitchman, J. H., Wilson, B., Brownlie, E. B., Walters, H., Inglis, A., & Lancee, W. (1996). Long-term consistency in speech/language profiles: II. Behavioral, emotional, and social outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 35(6), 815–825.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., & Edmundson, A. (1987). Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52(2), 156–173.CrossRefGoogle ScholarPubMed
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE Consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080.Google Scholar
Bornstein, M. H., Hahn, C. S., & Putnick, D. L. (2016a). Long-term stability of core language skill in children with contrasting language skills. Developmental Psychology, 52(5), 704–716.CrossRefGoogle ScholarPubMed
Bornstein, M. H., Hahn, C. S., & Putnick, D. L. (2016b). Stability of core language skill across the first decade of life in children at biological and social risk. Journal of Child Psychology and Psychiatry and Allied Disciplines, 57(12), 1434–1443.Google Scholar
Cameron-Faulkner, T., Theakston, A., Lieven, E., & Tomasello, M. (2015). The relationship between infant holdout and gives, and pointing. Infancy, 20(5), 576–586.Google Scholar
Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39, S110–S137.CrossRefGoogle ScholarPubMed
Commission on Social Determinants of Health. (2008). CSDH final report: Closing the gap in a generation: Health equity through action on the social determinants of health. Geneva: World Health Organization.Google Scholar
Dale, P. S., Tosto, M. G., Hayiou-Thomas, M. E., & Plomin, R. (2015). Why does parental language input style predict child language development? A twin study of gene–environment correlation. Journal of Communication Disorders, 57, 106–117.CrossRefGoogle ScholarPubMed
Darwin, C. R. (1877). A biographical sketch of an infant. Mind. A Quarterly Review of Psychology and Philosophy, 2, 285–294.Google Scholar
Department for Communities and Local Government. (2010). The English Indices of Deprivation 2010. www.communities.gov.uk/publications/corporate/statistics/indices2010Google Scholar
Eadie, P., Conway, L., Hallenstein, B., Mensah, F., McKean, C., & Reilly, S. (2018). Quality of life in children with developmental language disorder. International Journal of Language & Communication Disorders, 53, 799–810.Google Scholar
Fellinghauer, B., Reinhardt, J. D., Stucki, G., & Bickenbach, J. (2012). Explaining the disability paradox: A cross-sectional analysis of the Swiss general population. BMC Public Health, 12(1), 655.Google Scholar
Fenson, L., Dale, P. S., Reznick, J. S., Thal, D. J., Bates, E., Hartung, J. P., … & Reilly, J. (1997). MacArthur Communicative Development Inventories: User’s guide and technical manual San Diego, CA: Singular Publishing.Google Scholar
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2018). Talking with children matters: Defending the 30 million word gap. Brookings: Education plus Development, May 21.Google Scholar
Henrichs, J., Rescorla, L., Schenk, J. J., Schmidt, H. G., Jaddoe, V. W. V., Hofman, A., … & Tiemeier, H. (2011). Examining continuity of early expressive vocabulary development: The generation R study. Journal of Speech, Language, and Hearing Research, 54(3), 854–869.CrossRefGoogle ScholarPubMed
Hudson, S., Levickis, P., Down, K., Nicholls, R., & Wake, M. (2015). Maternal responsiveness predicts child language at ages 3 and 4 in a community-based sample of slow-to-talk toddlers. International Journal of Language and Communication Disorders, 50(1), 136–142.CrossRefGoogle Scholar
Kiernan, K. E., & Mensah, F. (2011). Poverty, family resources and children’s early educational attainment: The mediating role of parenting. British Educational Research Journal, 37(2), 317–336.Google Scholar
Law, J., Garrett, Z., & Nye, C. (2010). Speech and language therapy interventions for children with primary speech and language delay or disorder. Cochrane Database of Systematic Reviews, 2010(5), CD004110.Google Scholar
Law, J., McBean, K., & Rush, R. (2011). Communication skills in a population of primary school‐aged children raised in an area of pronounced social disadvantage. International Journal of Language and Communication Disorders, 46(6), 657–664.Google Scholar
Law, J., McKean, C., Murphy, C. A., & Thordardottir, E. (2019). Managing children with developmental language disorder: Theory and practice across Europe and beyond. London: Taylor and Francis.Google Scholar
Law, J., Reilly, S., & Snow, P. C. (2013). Child speech, language and communication needs re-examined in a public health context: A new direction for the speech and language therapy profession. International Journal of Language and Communication Disorders, 48(5), 486–496.CrossRefGoogle Scholar
Law, J., Rush, R., Anandan, C., Cox, M., & Wood, R. (2012). Predicting language change between 3 and 5 years and its implications for early identification. Pediatrics, 130(1), 132–137.CrossRefGoogle ScholarPubMed
Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52(6), 1401–1416.CrossRefGoogle ScholarPubMed
Levickis, P., McKean, C., Walls, E., & Law, J. (2019). Training community health nurses to measure parent–child interaction: A mixed-methods study. European Journal of Public Health, 30(3), 445–450.Google Scholar
Levickis, P., Reilly, S., Girolametto, L., Ukoumunne, O., & Wake, M. (2014). Maternal behaviors that promote early language acquisition in slow-to-talk toddlers: Prospective community-based study. Journal of Developmental & Behavioral Pediatrics, 35(4), 274–281.Google Scholar
Levickis, P., Reilly, S., Girolametto, L., Ukoumunne, O. C., & Wake, M. (2018a). Associations between maternal responsive linguistic input and child language performance at age 4 in a community-based sample of slow-to-talk toddlers. Child: Care, Health and Development, 44(5), 776–783.Google Scholar
Levickis, P., Reilly, S., Girolametto, L., Ukoumunne, O. C., & Wake, M. (2018b). A replicable, low-burden mechanism for observing, recording, and analysing mother–child interaction in population research. Child: Care, Health and Development, 44(6), 901–907.Google Scholar
Lyons, R., & Roulstone, S. (2018). Well-being and resilience in children with speech and language disorders. Journal of Speech, Language, and Hearing Research, 61, 324–344.Google Scholar
Marmot, M., Atkinson, A., Bell, J., Black, C., Broadfoot, P., Cumberlege, J., … & Mulgan, G. (2010). Fair society, healthy lives: The Marmot review executive summary. London: UCL.Google Scholar
McGillion, M., Pine, J. M., Herbert, J. S., & Matthews, D. (2017). A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry and Allied Disciplines, 58(10), 1122–1131.Google Scholar
McKean, C., Law, J., Mensah, F., Cini, E., Eadie, P., Frazer, K., & Reilly, S. (2016). Predicting meaningful differences in school-entry language skills from child and family factors at one year. International Journal of Early Childhood, 48(3), 329–351.Google Scholar
McKean, C., Mensah, F. K., Eadie, P., Bavin, E. L., Bretherton, L., Cini, E., & Reilly, S. (2015). Levers for language growth: Characteristics and predictors of language trajectories between 4 and 7 years. PLoS ONE, 10(8), e0134251.Google Scholar
McKean, C., Reilly, S., Bavin, E. L., Bretherton, L., Cini, E., Conway, L., … & Mensah, F. (2017). Language outcomes at 7 years: Early predictors and co-occurring difficulties. Pediatrics, 139(3), e20161684.Google Scholar
McKean, C., Reilly, S., Morgan, A., & Law, J. (2018). Developmental language disorder. In Rueschemeyer, S. & Gaskell, G. M. (Eds.), Oxford handbook of psycholinguistics (pp. 814–839). Oxford: Oxford University Press.Google Scholar
McKean, C., Wraith, D., Eadie, P., Cook, F., Mensah, F., & Reilly, S. (2017). Subgroups in language trajectory from 4 to 11 years: The nature and predictors of stable, improving and declining language trajectory groups. Journal of Child Psychology and Psychiatry, 58(10), 1081–1091.Google Scholar
Melvin, K., Meyer, C., & Scarinci, N. (2019). What does ‘engagement’ mean in early speech pathology intervention? A qualitative systematised review. Disability and Rehabilitation, 42(18), 2665–2678.Google Scholar
Morgan, P. L., Hammer, C. S., Farkas, G., Hillemeier, M. M., Maczuga, S., Cook, M., & Morano, S. (2016). Who receives speech/language pathology services by 5 years of age in the United States? American Journal of Speech-Language Pathology, 25, 183–199.Google Scholar
Mrazek, P. J., & Heggarty, R. J. (1994). Reducing risks of mental disorder: Frontiers for preventative intervention research. Washington, DC: National Academy Press.Google Scholar
Norbury, C. (2017). Developmental language disorder: The most common childhood condition you’ve never heard of. The Guardian, 22 September.Google Scholar
Pickstone, C., Goldbart, J., Marshall, J., Rees, A., & Roulstone, S. (2009). A systematic review of environmental interventions to improve child language outcomes for children with or at risk of primary language impairment. Journal of Research in Special Educational Needs, 9(2), 66–79.Google Scholar
Reilly, S., Bavin, E. L., Bretherton, L., Conway, L., Eadie, P., Cini, E., … & Wake, M. (2009). The Early Language in Victoria Study ELVS: A prospective, longitudinal study of communication skills and expressive vocabulary development at 8, 12 and 24 months. International Journal of Speech-Language Pathology, 11(5), 344–357.Google Scholar
Reilly, S., Cini, E., Gold, L., Goldfeld, S., Law, J., Levickis, P., … & Wardrop, L. (2018). Data resource profile: The Child LAnguage REpository (CLARE). International Journal of Epidemiology, 47(3), 688–688j.Google Scholar
Reilly, S., Cook, F., Bavin, E. L., Bretherton, L., Cahir, P., Eadie, P., … & Wake, M. (2018). Cohort profile: The Early Language in Victoria Study (ELVS). International Journal of Epidemiology, 47(1), 11–20.Google Scholar
Reilly, S., McKean, C., & Levickis, P. (2014). Late talking: Can it predict later language difficulties? Research snapshot 2. Melbourne: Centre for Research Excellence in Child Language.Google Scholar
Reilly, S., McKean, C., Morgan, A., & Wake, M. (2015). Identifying and managing common childhood language and speech impairments. British Medical Journal (Clinical research ed.), 350, h2318.Google Scholar
Reilly, S., Tomblin, B., Law, J., McKean, C., Mensah, F. K., Morgan, A., … & Wake, M. (2014). Specific language impairment: A convenient label for whom? International Journal of Language and Communication Disorders, 49(4), 416–451.Google Scholar
Reilly, S., Wake, M., Ukoumunne, O. C., Bavin, E., Prior, M., Cini, E., … & Bretherton, L. (2010). Predicting language outcomes at 4 years of age: Findings from the Early Language in Victoria Study. Pediatrics, 126(6), e1530–e1537.CrossRefGoogle ScholarPubMed
Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parent-implemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20(3), 180–199.Google Scholar
Roulstone, S., Coad, J., Ayre, A., Hambley, H., & Lindsay, G. (2012). The preferred outcomes of children with speech, language and communication needs and their parents. London: UK Department for Education.Google Scholar
Schoon, I., Parsons, S., Rush, R., & Law, J. (2009). Children’s language ability and psychosocial development: A 29-year follow-up study. Pediatrics, 126(1), e73–e80.Google Scholar
Semel, E., Wiig, E. H., & Secord, W. A. (2006). Clinical evaluation of language fundamentals (fourth ed., Australian standardised ed.). Sydney: Psychological Corporation.Google Scholar
Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis. New York, NY: Oxford University Press.CrossRefGoogle Scholar
Skeat, J., Eadie, P., Ukoumunne, O., & Reilly, S. (2010). Predictors of parents seeking help or advice about children’s communication development in the early years. Child: Care, Health and Development, 36(6), 878–887.Google Scholar
Smith, J., Levickis, P., Eadie, T., Bretherton, L., Conway, L., & Goldfeld, S. (2018). Associations between maternal behaviors at 1 year and child language at 2 years in a cohort of women experiencing adversity. Infancy, 23(1), 74–102.Google Scholar
Snowling, M. J., Duff, F. J., Nash, H. M., & Hulme, C. (2016). Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments. Journal of Child Psychology and Psychiatry, 57(12), 1360–1369.Google Scholar
Sperry, D. E., Sperry, L. L., & Miller, P. J. (2019). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303–1318.Google Scholar
Stern, C., & Stern, W. (1928). Die Kindersprache [The speech of children]. Leipzig: Barth.Google Scholar
Tomasello, M. (2000). First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11(1–2), 61–82.Google Scholar
Tomblin, B. (2008). Validating diagnostic standards for specific language impairment using adolescent outcomes. In Norbury, C. F., Tomblin, B., & Bishop, D. V. M. (Eds.), Understanding developmental language disorders: From theory to practice. Hove: Psychology Press.Google Scholar
Tomblin, B., Records, N. L., & Zhang, X. (1996). A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech & Hearing Research, 39(6), 1284–1294.Google Scholar
Tomblin, B., Zhang, X., Buckwalter, P., & O’Brien, M. (2003). The stability of primary language disorder: Four years after kindergarten diagnosis. Journal of Speech, Language, and Hearing Research, 46(6), 1283–1296.Google Scholar
WHO. (2007). ICF-CY, International Classification of Functioning, Disability, and Health: Children & youth version. Geneva: World Health Organization.Google Scholar
Wiig, E. H., Secord, W. A., & Semel, E. (2006). Clinical evaluation of language fundamentals: Preschool (Australian standardised ed., 2nd ed.). Sydney: Harcourt Assessment.Google Scholar
Zubrick, S. R., Taylor, C. L., & Christensen, D. (2015). Patterns and predictors of language and literacy abilities 4–10 years in the Longitudinal Study of Australian Children. PLoS ONE, 10(9), e0135612.Google Scholar
References
Armstrong, R., Arnott, W., Copland, D. A., McMahon, K., Khan, A., Najman, J. M., & Scott, J. G. (2016). Change in receptive vocabulary from childhood to adulthood: Associated mental health, education and employment outcomes. International Journal of Language and Communication Disorders, 52, 561–572.Google Scholar
Armstrong, R., Scott, J. G., Whitehouse, A. J. O., Copland, D. A., Mcmahon, K. L., & Arnott, W. (2017a). Late talkers and later language outcomes: Predicting the different language trajectories. International Journal of Speech-Language Pathology, 19, 237–250.Google Scholar
Armstrong, R., Whitehouse, A. J. O., Scott, J. G., Copland, D. A., McMahon, K., Fleming, S., & Arnott, W. (2017b). A relationship between early language skills and adult autistic-like traits: Evidence from a longitudinal population-based study. Journal of Austism and Developmental Disorders, 47, 1478–1489.Google Scholar
Beitchman, J. H., Brownlie, E. B., & Bao, L. (2014). Age 31 mental health outcomes of childhood language and speech disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 53, 1102–1110.CrossRefGoogle ScholarPubMed
Beitchman, J. H., Brownlie, E. B., Inglis, A., Wild, J., Ferguson, B., Schachter, D., … Mathews, R. (1996). Seven-year follow-up of speech/language impaired and control children: Psychiatric outcome. Journal of Child Psychology and Psychiatry, 37, 961–970.Google Scholar
Beitchman, J., Wilson, B., Johnson, C., Atkinson, L., Young, A., Adlaf, E., …, Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 75–82.Google Scholar
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & Catalise-2 Consortium (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology. PeerJ Preprints, 4.Google Scholar
Bolton, P. F., Golding, J., Emond, A., & Steer, C. D. (2012). Autism spectrum disorder and autistic traits in the Avon Longitudinal Study of Parents and Children: Precursors and early signs. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 249–260.Google Scholar
Botting, N., & Conti‐Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26, 281–300.Google Scholar
Brownlie, E., Bao, L., & Beitchman, J. (2016). Childhood language disorder and social anxiety in early adulthood. International Society for Research in Child and Adolescent Psychopathology, 44, 1061–1070.Google Scholar
Conti-Ramsden, G., & Botting, N. (2008). Emotional health in adolescents with and without a history of Specific Language Impairment (SLI). Journal of Child Psychology and Psychiatry, 49, 516–525.Google Scholar
Conti-Ramsden, G., & Durkin, K. (2012). Postschool educational and employment experiences of young people with specific language impairment. Language, Speech, and Hearing Services in Schools, 43, 507–520.Google Scholar
Conti-Ramsden, G., & Durkin, K. (2015). Language impairment and adolescent outcomes. In Durkin, K. & Schaffer, H. R. (Eds.), The Wiley handbook of developmental psychology in practice: Implementation and impact (pp. 407–439). doi:10.1002/9781119095699.ch16Google Scholar
Conti-Ramsden, G., Durkin, K., Mok, P. L. H., Toseeb, U., & Botting, N. (2016). Health, employment and relationships: Correlates of personal wellbeing in young adults with and without a history of childhood language impairment. Journal of Social Science and Medicine, 160, 20–28.Google Scholar
Conti-Ramsden, G., Durkin, K., Simkin, Z., & Knox, E. (2009). Specific language impairment and school outcomes. Identifying and explaining variability at the end of compulsory education. International Journal of Language and Communication Disorders, 44, 15–35.CrossRefGoogle ScholarPubMed
Conway, J., Levickis, P. A., Mensah, F., McKean, C., Smith, K., & Reilly, S., (2017). Associations between expressive and receptive language and internalising and externalising behaviours in a community-based prospective study of slow-to-talk toddlers. International Journal of Language and Communication Disorders, 52, 839–853.CrossRefGoogle Scholar
Dale, P. S., Price, T. S., Bishop, D. V. M., & Plomin, R. (2003). Outcomes of early language delay: Predicting persistent and transient language difficulties at 3 and 4 years. Journal of Speech, Language, and Hearing Research, 46(3), 544–560. doi:10.1044/1092-4388(2003/044)Google Scholar
Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015). Do infant vocabulary skills predict school‐age language and literacy outcomes? Journal of Child Psychology and Psychiatry, 56, 848–856.Google Scholar
Dunn, L. M., & Dunn, L. M. 1981. Peabody Picture Vocabulary Test – Revised. Circle Pines, MN: American Guidance Service.Google Scholar
Durkin, K., & Conti-Ramsden, G. (2007). Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment. Child Development, 78, 1441–1457.Google Scholar
Dworzynski, K., Ronald, A., Hayiou-Thomas, M., Rijsdijk, F., Happé, F., Bolton, P. F., & Plomin, R. (2007). Aetiological relationship between language performance and autistic-like traits in childhood: A twin study. International Journal of Language and Communication Disorders, 42, 273–292.CrossRefGoogle ScholarPubMed
Goh Kok Yew, S., & O’Kearney, R. (2015). The role of early language difficulties in the trajectories of conduct problems across childhood. International Society for Research in Child and Adolescent Psychopathology, 43, 1515–1527.Google Scholar
Irwin, J. R., Carter, A. S., & Briggs-Gowan, M. J. (2002). The social-emotional development of ‘late-talking’ toddlers. Journal of the American Academy of Child and Adolescent Psychiatry, 41(11), 1324–1332. doi:10.1097/00004583-200211000-00014Google Scholar
Johnson, C. J., Beitchman, J. H., & Brownlie, E. B. (2010). Twenty-year follow-up of children with and without speech-language impairments: Family, educational, occupational, and quality of life outcomes. American Journal of Speech-Language Pathology, 19, 51–65.Google Scholar
Law, J., Rush, R., Clegg, J., Peters, T., & Roulstone, S. (2015). The role of pragmatics in mediating the relationship between social disadvantage and adolescent behavior. Journal of Developmental and Behavioral Pediatrics, 36(5), 389–398.Google Scholar
Levickis, P., Sciberras, E., McKean, C., Conway, L., Pezic, A., Mensah, F., … Reilly, S. (2018). Language and social-emotional and behavioural wellbeing from 4 to 7 years: A community-based study. European Child & Adolescent Psychiatry, 27(7), 849–859.Google Scholar
McKean, C., Wraith, D., Eadie, P., Cook, F., Mensah, F., & Reilly, S. (2017). Subgroups in language trajectories from 4 to 11 years: The nature and predictors of stable, improving and decreasing language trajectory groups. Journal of Child Psychology and Psychiatry, 58(10), 1081–1091.Google Scholar
Morgan, P. L., Farkas, G., Hillemeier, M., & Scheffner Hammer, C. (2015). 24-month-old children with larger oral vocabularies display greater academic and behavioral functioning at kindergarten entry. Child Development, 86, 1351–1370.Google Scholar
Parsons, S., Schoon, I., Rush, R., & Law, J. (2011). Long-term outcomes for children with early language problems: Beating the odds. Children and Society, 25, 202–214.Google Scholar
Peyre, H., Galera, C., Van Der Waerden, J., Hoertel, N., Bernard, J. Y., Melchior, M., & Ramus, F. (2016). Relationship between early language skills and the development of inattention/hyperactivity symptoms during the preschool period: Results of the EDEN mother–child cohort. BMC Psychiatry, 16(1), 380.CrossRefGoogle ScholarPubMed
Poll, G. H., & Miller, C. A. (2013). Late talking, typical talking, and weak language skills at middle childhood. Learning and Individual Differences, 26, 177–184.Google Scholar
Reilly, S., McKean, C., & Levickis, P. (2014). Late talking: Can it predict later language difficulties? www.mcri.edu.au/sites/default/files/media/documents/crec_rs2_late-talkers-1_design_v0.1_0.pdfGoogle Scholar
Reilly, S., Wake, M., Bavin, E. L., Prior, M., Williams, J., Bretherton, L., … Ukoumunne, O. C. (2007). Predicting language at 2 years of age: A prospective community study. Pediatrics, 120, e1441–e1449.Google Scholar
Rescorla, L. (2005). Age 13 language and reading outcomes in late-talking toddlers. Journal of Speech, Language, and Hearing Research, 48, 459–472.Google Scholar
Rescorla, L. (2009). Age 17 language and reading outcomes in late-talking toddlers: Support for a dimensional perspective on language delay. Journal of Speech, Language, and Hearing Research, 52(1), 16–30. doi:10.1044/1092-4388(2008/07-0171)Google Scholar
Schoon, I., Parsons, S., Rush, R., & Law, J. (2010). Children’s language ability and psychosocial development: A 29-year follow-up study. Pediatrics, 126, e73–e80.CrossRefGoogle ScholarPubMed
Snowling, M. J., Adams, J. W., Bishop, D. V. M., & Stothard, S. E. (2001). Educational attainments of school leavers with a preschool history of speech-language impairments. International Journal of Language and Communication Disorders, 36, 173–183.Google Scholar
St Clair, M. C., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2011). A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of Specific Language Impairment (SLI). Journal of Communication Disorders, 44, 186–199.Google Scholar
St Clair, M. C., Forrest, C. L., Goh Kok Yew, S. G. K., & Gibson, J. L. (2019). Early risk factors and emotional difficulties in children at risk of developmental language disorder: A population cohort study. Journal of Speech, Language, and Hearing Research, 62(8), 2750–2771.Google Scholar
Tomblin, J. B., Smith, E., & Zhang, X. (1997). Epidemiology of specific language impairment: Prenatal and perinatal risk factors. Journal of Communication Disorders, 30(4), 325–344. doi:10.1016/S0021–9924(97)00015-4CrossRefGoogle ScholarPubMed
Toseeb, U., Pickles, A., Durkin, K., Botting, N., & Conti-Ramsden, G. (2017). Prosociality from early adolescence to young adulthood: A longitudinal study of individuals with a history of language impairment. Research in Developmental Difficulties, 62, 148–159.Google Scholar
Upton, J. (2013) Psychosocial factors. In Gellman, M. D. & Turner, J. R. (Eds.), Encyclopedia of behavioral medicine. New York, NY: Springer.Google Scholar
Voci, S. C., Beitchman, J. H., Brownlie, E. B., & Wilson, B. (2006). Social anxiety in late adolescence: The importance of early childhood language impairment. Journal of Anxiety Disorders, 20, 915–930.Google Scholar
Wang, M. V., Aarø, L. E., & Ystrom, E. (2018). Language delay and externalizing problems in preschool age: A prospective cohort study. Journal of Abnormal Child Psychology, 46, 923–933.Google Scholar
Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2019). Vocabulary development and trajectories of behavioral and emotional difficulties via academic ability and peer problems. Child Development, 91(2), e365–e382. doi:10.1111/cdev.13219Google Scholar
Whitehouse, A. J. O., Robinson, M., & Zubrick, S. R. (2011). Late talking and the risk for psychosocial problems during childhood and adolescence. Pediatrics, 128, e324–e332.Google Scholar
Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry, 43, 635–645.Google Scholar
Zambrana, I. M., Pons, F., Eadie, P., & Ystrom, E. (2014). Trajectories of language delay from age 3 to 5: Persistence, recovery and late onset. International Journal of Language and Communication Disorders, 49(3), 304–316. doi:10.1111/1460-6984.12073Google Scholar
Zubrick, S. R., Taylor, C. L., Rice, M. L., & Slegers, D. W. (2007). Late language emergence at 24 months: An epidemiological study of prevalence, predictors, and covariates. Journal of Speech, Language, and Hearing Research, 50, 1562–1592.Google Scholar
References
APPG. (2014). The beating heart of the school: Improving educational attainment through school libraries and librarians. London: Libraries All Party Parliamentary Group.Google Scholar
Bassok, D., Finch, J. E., Lee, R. H., Reardon, S. F., & Waldfogel, J. (2016). Socioeconomic gaps in early childhood experiences: 1998 to 2010. AERA Open, 2(3), 2332858416653924.CrossRefGoogle Scholar
Bernstein, B. (1971). Class, codes and control. Volume 1: Theoretical studies towards a sociology of language. London: Routledge and Kegan Paul.Google Scholar
Bernstein, B. (1973). Class, codes and control. Volume 2: Applied studies towards a sociology of language. London: Routledge and Kegan Paul.Google Scholar
Bernstein, B. (1975). Class, codes and control. Volume 3: Towards a theory of educational transmissions. London: Routledge and Kegan Paul.Google Scholar
Bourdieu, P. (1977). Cultural reproduction and social reproduction. In Karabel, J. & Halsey, A. H. (Eds.), Power and ideology in education (pp. 71–112). Oxford: Oxford University Press.Google Scholar
Bourdieu, P., Passeron, J. -C., & Saint-Martin, M. (1994). Academic discourse. Cambridge: Polity Press.Google Scholar
Brimer, M. A., & Dunn, L. M. (1962). English Picture Vocabulary Test. Newnham: Educational Evaluation Enterprises.Google Scholar
Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21.Google Scholar
Butler, B., Despotidou, S., & Shepherd, P. (1980). 1970 British Cohort Study (BCS70): Ten year follow-up. London: Social Statistics Research Unit, City University.Google Scholar
Clark, C., & De Zoysa, S. (2011). Mapping the interrelationships of reading enjoyment, attitudes, behaviour and attainment. London: National Literacy Trust.Google Scholar
Clark, C., & Rumbold, K. (2006). Reading for pleasure: A research overview. London: National Literacy Trust.Google Scholar
Closs, S. J., & Hutchings, M. J. (1976). APU arithmetic test. London: Hodder and Stoughton.Google Scholar
Connelly, R., & Gayle, V. (2019). An investigation of social class inequalities in general cognitive ability in two British birth cohorts. The British Journal of Sociology, 70(1), 90–108.Google Scholar
Connelly, R., & Platt, L. (2014). Cohort profile: UK Millennium Cohort study (MCS). International Journal of Epidemiology, 43(6), 1719–1725.Google Scholar
Connelly, R., Sullivan, A., & Jerrim, J. (2014). Primary and secondary education and poverty: Anti-poverty strategy review. London: Joseph Rowntree Foundation.Google Scholar
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1–2), 8–15.Google Scholar
De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G. (2000). Parental cultural capital and educational attainment in the Netherlands: A refinement of the cultural capital perspective. Sociology of Education, 73, 92–111.Google Scholar
Department for Education. (2012). Research evidence on reading for pleasure. London: DfE. www.education.gov.uk/schools/teachingandlearning/pedagogy/b00192950/encouraging-reading-for-pleasure/what-the-research-says-on-reading-for-pleasureGoogle Scholar
Dodgeon, B. (2008). Guide to the dataset: BCS70 16 year follow up: APU arithmetic test. London: Centre for Longitudinal Studies.Google Scholar
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., … Brooks-Gunn, J. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428.Google Scholar
Elliott, C. D., Murray, D. J., & Pearson, L. S. (1979). British Ability Scales. Slough: NFER.Google Scholar
Elliott, J., & Shepherd, P. (2006). Cohort profile: 1970 British birth cohort (BCS70). International Journal of Epidemiology, 35(4), 836–843.Google Scholar
Farkas, G., & Beron, K. (2004). The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research, 33(3), 464–497.Google Scholar
Farkas, G., Grobe, R. P., Sheehan, D., & Shuan, Y. (1990). Cultural resources and school success: Gender, ethnicity and poverty groups within an urban school district. American Sociological Review, 55, 127–142.Google Scholar
Feinstein, L. (2003). Inequality in the early cognitive development of British children in the 1970 cohort. Economica, 70(1), 73–97.Google Scholar
Ganzeboom, H. (1982). Explaining differential participation in high-cultural activities: A confrontation of information-processing and status-seeking theories. In Raub, W. (Ed.), Theoretical models and empirical analyses: Contributions to the explanation of individual actions and collective phenomena (pp. 186–205). Utrecht: E. S. Publications.Google Scholar
Godfrey Thompson Unit. (1978). Edinburgh Reading Test. Sevenoaks: Hodder and Stoughton.Google Scholar
Golding, J. (1975). The 1970 birth cohort 5-year follow-up: Guide to the dataset. Bristol: University of Bristol Institute of Child Health.Google Scholar
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis‐LeMonda, C. S., & Hirsh‐Pasek, K. (2018). Language matters: Denying the existence of the 30‐million‐word gap has serious consequences. Child Development, 90(3), 985–992.Google Scholar
Goodenough, F. L. (1926). The measurement of intelligence by drawings. New York, NY: World Book Company.Google Scholar
Harris, D. B. (1963). Children’s drawings as measures of intellectual maturity. New York, NY: Harcourt, Brace and World.Google Scholar
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H Brookes Publishing.Google Scholar
Hart, B., & Risley, T. R. (2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4–9.Google Scholar
Hill, V. (2005). Through the past darkly: A review of the British Ability Scales Second Edition. Child and Adolescent Mental Health, 10, 87–98.Google Scholar
Jæger, M. M. (2011). Does cultural capital really affect academic achievement? New evidence from combined sibling and panel data. Sociology of Education, 84(4), 281–298.Google Scholar
Jæger, M. M., & Møllegaard, S. (2017). Cultural capital, teacher bias, and educational success: New evidence from monozygotic twins. Social Science Research, 65, 130–144.Google Scholar
Joshi, H. E., & Fitzsimons, E. (2016). The UK Millennium Cohort: The making of a multipurpose resource for social science and policy. Longitudinal and Life Course Studies, 7(4), 409–430.Google Scholar
Kalverboer, A. F. (1972). A profile test for the spatial-constructive development. Lisse: Switz & Zeitlinger.Google Scholar
Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52(6), 1401–1416.Google Scholar
Marks, G. N., Cresswell, J., & Ainley, J. (2006). Explaining socioeconomic inequalities in student achievement: The role of home and school factors. Educational Research and Evaluation, 12(2), 105–128.Google Scholar
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj‐Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95–114.Google Scholar
Parsons, S. (2014). Childhood cognition in the 1970 British cohort study. London: University of London Centre for Longitudinal Studies.Google Scholar
Pearson, H. (2016). The Life Project: The extraordinary story of our ordinary lives: London: Penguin.Google Scholar
Quinn, D. M. (2015). Black–White summer learning gaps: Interpreting the variability of estimates across representations. Educational Evaluation and Policy Analysis, 37(1), 50–69.Google Scholar
Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Pan, B. A., Raikes, H., Lugo-Gil, J., & Luze, G. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677–694.Google Scholar
Rutter, M., Tizard, J., & Whitmore, K. (1970). Education, health and behaviour. London: Longmans.Google Scholar
Sperry, D. E., Sperry, L. L., & Miller, P. J. (2018). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303–1318.Google Scholar
Sullivan, A. (2001). Cultural capital and educational attainment. Sociology, 35(4), 893–912.Google Scholar
Sullivan, A. (2002). Bourdieu and education: How useful is Bourdieu’s theory for researchers? Netherlands Journal of Social Sciences, 38(2), 144–166.Google Scholar
Sullivan, A., & Brown, M. (2015a). Reading for pleasure and progress in vocabulary and mathematics. British Educational Research Journal, 41(6), 971–991.Google Scholar
Sullivan, A., & Brown, M. (2015b). Vocabulary from adolescence to middle age. Longitudinal and Life Course Studies, 6(2), 173–189.Google Scholar
Sullivan, A., Ketende, S., & Joshi, H. (2013). Social class and inequalities in early cognitive scores. Sociology, 47(6), 1187–1206.Google Scholar
Sullivan, A., Moulton, V., & Fitzsimons, E. (2021). The intergenerational transmission of language skill. The British Journal of Sociology, 72(2), 207–232.Google Scholar
Sullivan, A., Parsons, S., Wiggins, R., Heath, A., & Green, F. (2014). Social origins, school type and higher education destinations. Oxford Review of Education, 40(6), 739–763.Google Scholar
Taylor, B. M., Frye, B. J., & Maruyama, G. M. (1990). Time spent reading and reading growth. American Educational Research Journal, 27(2), 351–362.Google Scholar
Twist, L., Schagan, I., & Hodgson, C. (2007). Progress in International Reading Literacy Study (PIRLS): Reader and reading national report for England 2006. Slough: NFER and DCSF.Google Scholar
Waldfogel, J., & Washbrook, E. (2011). Income-related gaps in school readiness in the United States and the United Kingdom. In Smeeding, T., Erikson, R., & Jantti, M. (Eds.), Persistence, privilege and parenting: The comparative study of intergenerational mobility. New York, NY: Russell Sage Foundation.Google Scholar
References
Australian Institute of Family Studies (2013). Longitudinal Study of Australian Children data user guide. Melbourne: Australian Institute of Family Studies.Google Scholar
Bates, E., & Dick, F. (2002). Language, gesture, and the developing brain. Developmental Psychobiology, 40, 293–310.Google Scholar
Bates, E., & Goodman, J. C. (2001). On the inseparability of grammar and the lexicon: Evidence from acquisition. Language and Cognitive Processes, 12, 507–584.Google Scholar
Beitchman, J. H., Jiang, H., Koyama, E., Johnson, C. J., Escobar, M., Atkinson, L., … Vida, R. (2008). Models and determinants of vocabulary growth from kindergarten to adulthood. Journal of Child Psychology and Psychiatry, 49, 626–634.Google Scholar
Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A., Adlaf, E., … Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 75–82.Google Scholar
Blakemore, T., & Strazdins, L. (2009). Measuring family socioeconomic position. Australian Social Policy, 8, 121–168.Google Scholar
Bornstein, M. H., Hahn, C.-S., Putnick, D. L., & Pearson, R. M. (2018). Stability of core language skill from infancy to adolescence in typical and atypical development. Science Advances, 4, eaat7422.Google Scholar
Botting, N., & Conti-Ramsden, G. (2000). Social and behavioural difficulties in children with language impairment. Child Language Teaching and Therapy, 16, 105–120.Google Scholar
Botting, N., & Conti‐Ramsden, G. (2008). The role of language, social cognition, and social skill in the functional social outcomes of young adolescents with and without a history of SLI. British Journal of Developmental Psychology, 26, 281–300.Google Scholar
Bretherton, L., Prior, M., Bavin, E., Cini, E., Eadie, P., & Reilly, S. (2014). Developing relationships between language and behaviour in preschool children from the Early Language in Victoria Study: Implications for intervention. Emotional and Behavioural Difficulties, 19, 7–27.Google Scholar
Camp, B. W., Cunningham, M., & Berman, S. (2010). Relationship between the cognitive environment and vocabulary development during the second year of life. Archives of Pediatrics & Adolescent Medicine, 164, 950–956.Google Scholar
Cantwell, D. P., & Baker, L. (1991). Psychiatric and developmental disorders in children with communication disorder. Washington, DC: American Psychiatric Press.Google Scholar
Clegg, J., Law, J., Rush, R., Peters, T. J., & Roulstone, S. (2015). The contribution of early language development to children’s emotional and behavioural functioning at 6 years: an analysis of data from the Children in Focus sample from the ALSPAC birth cohort. Journal of Child Psychology and Psychiatry, 56, 67–75.Google Scholar
Conti‐Ramsden, G., & Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49, 516–525.Google Scholar
Dreyer, B., Mendelsohn, A., & Tamis-LeMonda, C. (1996). Assessing the child’s cognitive home environment through parental report: Reliability and validity. Early Development and Parenting, 5, 271–287.Google Scholar
Dunn, L., & Dunn, L. (1997). Peabody Picture Vocabulary Test, 3rd ed. Circle Pines, MN: AGS.Google Scholar
Feeney, R., Desha, L., Ziviani, J., & Nicholson, J. M. (2012). Health-related quality-of-life of children with speech and language difficulties: A review of the literature. International Journal of Speech-Language Pathology, 14, 59–72.Google Scholar
Fenson, L., Pethick, S., Renda, C., Cox, J. L., Dale, P. S., & Reznick, J. S. (2000). Short-form versions of the MacArthur Communicative Development Inventories. Applied Psycholinguistics, 21, 95–116.Google Scholar
Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, S. Jr., & Bates, E. (2007). MacArthur-Bates Communicative Development Inventories: User’s guide and technical manual, 2nd ed. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Foy, J. G., & Mann, V. (2003). Home literacy environment and phonological awareness in preschool children: Differential effects for rhyme and phoneme awareness. Applied Psycholinguistics, 24, 59–88.Google Scholar
Froyen, L. C., Skibbe, L. E., Bowles, R. P., Blow, A. J., & Gerde, H. K. (2013). Marital satisfaction, family emotional expressiveness, home learning environments, and children’s emergent literacy. Journal of Marriage and Family, 75, 42–55.Google Scholar
Goh Kok Yew, S., & O’Kearney, R. (2015). Early language impairments and developmental pathways of emotional problems across childhood. International Journal of Language & Communication Disorders, 50, 358–373.Google Scholar
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis‐LeMonda, C. S., & Hirsh‐Pasek, K. (2019). Language matters: Denying the existence of the 30‐million‐word gap has serious consequences. Child Development, 90, 985–992.Google Scholar
Goodman, R., Meltzer, H., & Bailey, V. (1998). The Strengths and Difficulties Questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125–130.Google Scholar
Gray, M., & Sanson, A. (2005). Growing up in Australia: The Longitudinal Study of Australian Children. Family Matters, 72, 4–9.Google Scholar
Griffin, E. A., & Morrison, F. J. (1997). The unique contribution of home literacy environment to differences in early literacy skills. Early Child Development and Care, 127, 233–243.Google Scholar
Hart, K. I., Fujiki, M., Brinton, B., & Hart, C. H. (2004). The relationship between social behavior and severity of language impairment. Journal of Speech, Language, and Hearing Research, 47, 647–662.Google Scholar
Hartas, D. (2012). Inequality and the home learning environment: Predictions about seven-year-olds’ language and literacy. British Educational Research Journal, 38, 859–879.Google Scholar
Hayes, N. (2015). Continuity and change in family engagement in home learning activities across the early years. Doctoral thesis, Queensland University of Technology.Google Scholar
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55.Google Scholar
Im-Bolter, N., Cohen, N. J., & Farnia, F. (2013). I thought we were good: Social cognition, figurative language, and adolescent psychopathology. Journal of Child Psychology and Psychiatry, 54, 724–732.Google Scholar
Keown, L. J., Woodward, L. J., & Field, J. (2001), Language development of pre‐school children born to teenage mothers. Infant and Child Development, 10, 129–145.Google Scholar
Kessler, R. C., Andrews, G., Colpe, L. J., Hiripi, E., Mroczek, D. K., Normand, S.-L. T., … Zaslavsky, A. M. (2002). Short screening scales to monitor population prevalences and trends in non-specific psychological distress. Psychological Medicine, 32, 959–976.Google Scholar
Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., Walters, , & E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the national comorbidity survey replication. Archives of General Psychiatry, 62, 593–602.Google Scholar
King, T., Rush, R., Westrupp, E., Reilly, S., McKean, C., & Law, J. (2016). Acquisition of maternal education and its relation to single-word reading in middle childhood: An analysis of the Millennium Cohort Study. Merrill- Palmer Quarterly, 63(2), 181–209.Google Scholar
Law, J., Rush, R., Clegg, J., Peters, T., & Roulstone, S. (2015). The role of pragmatics in mediating the relationship between social disadvantage and adolescent behavior. Journal of Developmental & Behavioral Pediatrics, 36, 389–398.Google Scholar
Law, J., Rush, R., King, T., Westrupp, E., & Reilly, S. (2018). The association between early home activities and oral language skills in middle childhood: A quantile analysis with implications for the targeting of intervention. Child Development, 89, 295–309.Google Scholar
Lewedag, V. L., Oller, D. K., & Lynch, M. P. (1994). Infants’ vocalization patterns across home and laboratory environments. First Language, 14, 49–65.Google Scholar
Little, T. D. (2013). Longitudinal structural equation modeling. New York, NY: Guilford Press.Google Scholar
Longobardi, E., Spataro, P., Putnick, D. L., & Bornstein, M. H. (2017). Do early noun and verb production predict later verb and noun production? Theoretical implications. Journal of Child Language, 44, 480–495.Google Scholar
Marjanovič Umek, L., Podlesek, A., & Fekonja, U. (2005). Assessing the home literacy environment. European Journal of Psychological Assessment, 21, 271–281.Google Scholar
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80, 300–335.Google Scholar
McGee, R., Williams, S., & Feehan, M. (1992). Attention deficit disorder and age of onset of problem behaviors. Journal of Abnormal Child Psychology, 20, 487–502.Google Scholar
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj‐Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64, 95–114.Google Scholar
Moeller, J. (2015). A word on standardization in longitudinal studies: Don’t. Frontiers in Psychology, 6, 1389.Google Scholar
Mok, P. L. H., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2014). Longitudinal trajectories of peer relations in children with specific language impairment. Journal of Child Psychology and Psychiatry, 55, 516–527.Google Scholar
Morgan, P. L., Farkas, G., Hillemeier, M. M., Scheffner Hammer, C., & Maczuga, S. (2015). 24-month-old children with larger vocabularies display greater academic and behavioral functioning at kindergarten entry. Child Development, 86(5), 1351–1370.Google Scholar
Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide. Los Angeles, CA: Muthén & Muthén.Google Scholar
National Center for Education Statistics. (2002). Early childhood longitudinal study: Kindergarten class of 1998-99 (ECLS-K) psychometric report for kindergarten through first grade (NCES 2002-5). Washington, DC: US Department of Education.Google Scholar
Nicholson, J., Cann, W., Matthews, J., Berthelsen, D., Ukoumunne, O., Trajanovska, M., … Hackworth, N. J. (2016). Enhancing the early home learning environment through a brief group parenting intervention: Study protocol for a cluster randomised controlled trial. BMC Pediatrics, 16, 73.Google Scholar
Pace, A., Luo, R., Hirsh-Pasek, K., Golinkoff, R. M. (2017). Identifying pathways between socioeconomic status and language development. Annual Review of Linguistics, 3, 285–308.Google Scholar
Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76, 763–782.Google Scholar
Petersen, I. T., Bates, J. E., D’Onofrio, B. M., Coyne, C. A., Lansford, J. E., Dodge, , … Van Hulle, C. A. (2013). Language ability predicts the development of behavior problems in children. Journal of Abnormal Psychology, 122, 542–557.Google Scholar
Rafferty, Y., & Griffin, K. W. (2010). Parenting behaviours among low‐income mothers of preschool age children in the USA: Implications for parenting programmes. International Journal of Early Years Education, 18, 143–157.Google Scholar
Raikes, H., Alexander Pan, B., Luze, G., Tamis‐LeMonda, C. S., Brooks‐Gunn, J., Constantine, J., … Rodriguez, E. T. (2006). Mother–child bookreading in low‐income families: Correlates and outcomes during the first three years of life. Child Development, 77, 924–953.Google Scholar
Reilly, S., Wake, M., Ukoumunne, O. C., Bavin, E., Prior, M., Cini, E., … Bretherton, L. (2010). Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria Study. Pediatrics, 126, e1530–e1537.Google Scholar
Rice, M. L., Taylor, C. L., & Zubrick, S. R. (2008). Language outcomes of 7-year-old children with or without a history of late language emergence at 24 months. Journal of Speech, Language and Hearing Research, 51, 394.Google Scholar
Roberts, J. E., Burchinal, M., & Durham, M. (1999). Parents’ report of vocabulary and grammatical development of African American preschoolers: Child and environmental associations. Child Development, 70, 92–106.Google Scholar
Rodriguez, E. T., & Tamis‐LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82, 1058–1075.Google Scholar
Rogde, K., Hagen, Å. M., Melby-Lervåg, M., & Lervåg, A. (2016). The effect of linguistic comprehension training on language and reading comprehension: A systematic review. Campbell Systematic Reviews, 12(1), 1–50.Google Scholar
Rothman, S. (2003). An Australian version of the Adapted PPVT-III for use in research. Melbourne: Australian Council for Educational Research.Google Scholar
Sanson, A., Misson, S., & The Outcome Index Working Group (2005). LSAC technical paper #2. Summarising children’s wellbeing: The LSAC Outcome Index. Canberra: Australian Institute of Family Studies.Google Scholar
Sawyer, M. G., Arney, F. M., Baghurst, P. A., Clark, J. J., Graetz, B. W., Kosky, R. J., … Zubrick, S. R. (2001). The mental health of young people in Australia: Key findings from the child and adolescent component of the national survey of mental health and well-being. Australian & New Zealand Journal of Psychiatry, 35, 806–814.Google Scholar
Schoon, I., Parsons, S., Rush, R., & Law, J. (2010). Children’s language ability and psychosocial development: A 29-year follow-up study. Pediatrics, 126, e73–e80.Google Scholar
Sénéchal, M., & LeFevre, J. A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development, 85, 1552–1568.Google Scholar
Sipthorp, M., & Daraganova, G. (2011). LSAC technical paper no. 9: Wave 4 weights. Canberra: Australian Institute of Family Studies.Google Scholar
Snowling, M. J., Duff, F. J., Nash, H. M., & Hulme, C. (2015). Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments. Journal of Child Psychology and Psychiatry, 57(12), 1360–1369.Google Scholar
Soloff, C., Lawrence, D., & Johnstone, R. (2005). Sample design (LSAC technical paper no. 1). Melbourne: Australian Institute of Family Studies.Google Scholar
Soloff, C., Lawrence, D., Misson, S., & Johnstone, R. (2006). LSAC technical paper no. 3. Wave 1 weighting and non-response. Melbourne: Australian Institute of Family Studies.Google Scholar
Soloff, C., Sanson, A., Wake, M., & Harrison, L. (2007). Enhancing longitudinal studies by linkage to national databases: Growing up in Australia, the Longitudinal Study of Australian Children. International Journal of Social Research Methodology, 10, 349–363.Google Scholar
Song, S., Su, M., Kang, C., Liu, H., Zhang, Y., McBride-Chang, C., … Shu, H. (2015). Tracing children’s vocabulary development from preschool through the school-age years: An 8-year longitudinal study. Developmental Science, 18, 119–131.Google Scholar
Spira, E. G., & Fischel, J. E. (2005). The impact of preschool inattention, hyperactivity, and impulsivity on social and academic development: A review. Journal of Child Psychology and Psychiatry, 46, 755–773.Google Scholar
Squires, J., & Bricker, D. (2009). Ages and Stages Questionnaires: ASQ-3 Starter Kit: A parent-completed child-monitoring system. Baltimore, MD: Brookes Publishing Co.Google Scholar
St Clair, M. C., Pickles, A., Durkin, K., & Conti-Ramsden, G. (2011). A longitudinal study of behavioral, emotional and social difficulties in individuals with a history of specific language impairment (SLI). Journal of Communication Disorders, 44, 186–199.Google Scholar
Steffens, M. L., Oller, D., Lynch, M., & Urbano, R. (1992). Vocal development in infants with Down syndrome and infants who are developing normally. American Journal of Mental Retardation: AJMR, 97, 235–246.Google ScholarPubMed
Sylva, K., Melhuish, E. C., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Final report from the primary phase: Pre-school, school and family influences on children’s development during Key Stage 2 (7–11). Research report 61, UoL Institute of Education. Nottingham: DCSF.Google Scholar
Tamis-LeMonda, C. S., Shannon, J. D., Cabrera, N. J., & Lamb, M. E. (2004). Fathers and mothers at play with their 2- and 3-year-olds: Contributions to language and cognitive development. Child Development, 75, 1806–1820.Google Scholar
Tomblin, J. B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. The Journal of Child Psychology and Psychiatry, 41, 473–482.Google Scholar
Tomopoulos, S., Dreyer, B. P., Tamis-LeMonda, C., Flynn, V., Rovira, I., Tineo, W., & Mendelsohn, A. L. (2006). Books, toys, parent–child interaction, and development in young Latino children. Ambulatory Pediatrics: The Official Journal of the Ambulatory Pediatric Association, 6, 72–78.Google Scholar
Ukoumunne, O., Wake, M., Carlin, J., Bavin, E., Lum, J., Skeat, J., … Reilly, S. (2012). Profiles of language development in pre‐school children: A longitudinal latent class analysis of data from the Early Language in Victoria Study. Child: Care, Health and Development, 38, 341–349.Google Scholar
Van Steensel, R. (2006). Relations between socio‐cultural factors, the home literacy environment and children’s literacy development in the first years of primary education. Journal of Research in Reading, 29, 367–382.Google Scholar
Westerlund, M., & Lagerberg, D. (2008). Expressive vocabulary in 18‐month‐old children in relation to demographic factors, mother and child characteristics, communication style and shared reading. Child: Care, Health and Development, 34, 257–266.Google Scholar
Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2019). Vocabulary development and trajectories of behavioral and emotional difficulties via academic ability and peer problems. Child Development, 91(2), e365–e382.Google Scholar
Zubrick, S. R., Taylor, C. L., & Christensen, D. (2015). Patterns and predictors of language and literacy abilities 4–10 years in the longitudinal study of Australian children. PLOS ONE, 10, e0135612.Google Scholar