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dc.contributor.authorGibson, Jennyen
dc.contributor.authorNewbury, DFen
dc.contributor.authorDurkin, Ken
dc.contributor.authorPickles, Aen
dc.contributor.authorConti-Ramsden, Gen
dc.contributor.authorToseeb, Uen
dc.date.accessioned2020-09-03T23:30:36Z
dc.date.available2020-09-03T23:30:36Z
dc.date.issued2020-01-01en
dc.identifier.issn0305-4985
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/309902
dc.description.abstractThe 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.
dc.description.sponsorshipESRC
dc.publisherTaylor & Francis
dc.rightsAll rights reserved
dc.rights.uri
dc.titlePathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social developmenten
dc.typeArticle
prism.publicationDate2020en
prism.publicationNameOxford Review of Educationen
dc.identifier.doi10.17863/CAM.57002
dcterms.dateAccepted2020-08-29en
rioxxterms.versionofrecord10.1080/03054985.2020.1824902en
rioxxterms.versionAM
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserveden
rioxxterms.licenseref.startdate2020-01-01en
dc.contributor.orcidGibson, Jenny [0000-0002-6172-6265]
dc.contributor.orcidNewbury, DF [0000-0002-9557-268X]
dc.contributor.orcidDurkin, K [0000-0002-6167-3407]
dc.contributor.orcidPickles, A [0000-0003-1283-0346]
dc.contributor.orcidConti-Ramsden, G [0000-0003-0235-7209]
dc.contributor.orcidToseeb, U [0000-0002-7536-2722]
dc.identifier.eissn1465-3915
rioxxterms.typeJournal Article/Reviewen
pubs.funder-project-idESRC (via University of York) (ES/P001955/1)
pubs.funder-project-idEconomic and Social Research Council (ES/P001955/2)
pubs.funder-project-idAHRC (AH/N004671/1)
pubs.funder-project-idESRC (via Manchester Metropolitan University) (ES/P001955/1)
cam.orpheus.successMon Nov 23 07:31:37 GMT 2020 - Embargo updated*
cam.orpheus.counter14*
rioxxterms.freetoread.startdate2022-05-11


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