24-Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry

Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kind...

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Bibliographic Details
Published in:	Child development Vol. 86; no. 5; pp. 1351 - 1370
Main Authors:	Morgan, Paul L., Farkas, George, Hillemeier, Marianne M., Hammer, Carol Scheffner, Maczuga, Steve
Format:	Journal Article
Language:	English
Published:	United States Blackwell Publishing Ltd 01-09-2015 Wiley for the Society for Research in Child Development Wiley-Blackwell
Subjects:	Achievement Age Differences Behavior Problems Birth weight Body Weight Child Behavior - psychology Child development Child Development - physiology Child Rearing Child, Preschool Children EMPIRICAL ARTICLES Female Gender Differences Humans Kindergarten Language Development Longitudinal Studies Male Mathematics Mathematics Achievement Mothers Neonates Oral Language Parenting Parenting Styles Physical Health Pre-school education Predictor Variables Reading Reading Achievement Schools Self Control Self-Control - psychology Socioeconomic Influences Socioeconomic status Student Behavior Toddlers U.S.A United States Vocabulary Vocabulary development Young Children United States
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Summary:	Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kindergarten entry. Children from higher socioeconomic status households, females, and those experiencing higher quality parenting had larger oral vocabularies. Children born with very low birth weight or from households where the mother had health problems had smaller oral vocabularies. Even after extensive covariate adjustment, 24-month-old children with larger oral vocabularies displayed greater reading and mathematics achievement, increased behavioral self-regulation, and fewer externalizing and internalizing problem behaviors at kindergarten entry.
Bibliography:	National Institute of Child Health and Human Development, National Institutes of Health - No. R24HD041025-11 ArticleID:CDEV12398 istex:8C9EC8FF8DB63BEFA5EAD771D6AAE0E94A391F8B Appendix S1. Note on Oral Vocabulary TerminologyAppendix S2. Additional Knowledge Base LimitationsAppendix S3. Multiplicity Check Information ark:/67375/WNG-TVVPP9JT-8 National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education - No. R324A120046 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 Paul L. Morgan, Department of Educational Psychology, Special Education, and Counseling, the Pennsylvania State University; George Farkas, School of Education, University of California, Irvine; Marianne M. Hillemeier, Department of Health Policy and Administration, the Pennsylvania State University; Carol S. Hammer, Department of Communication Sciences and Disorders, Temple University; Steve Maczuga, Population Research Institute, the Pennsylvania State University.
ISSN:	0009-3920 1467-8624
DOI:	10.1111/cdev.12398