24-Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry.
24-Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry.
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DOI：
10.1111/cdev.12398
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发表时间：
2015-09
影响因子：
4.6
通讯作者：
Maczuga S
中科院分区：
文献类型：
--
作者：
Morgan PL;Farkas G;Hillemeier MM;Hammer CS;Maczuga S
数据分析来自8650名美国儿童的基于人群的纵向样本，以(a)确定与24个月大的口语词汇量相关或预测的因素，(b)评估口语词汇量是否能唯一预测幼儿园入学时的学业和行为功能。来自高社会经济地位家庭、女性和高质量父母的孩子口语词汇量更大。出生时体重很低或母亲有健康问题的家庭出生的儿童口语词汇量较小。即使经过广泛的协变量调整，口语词汇量较大的24个月大的儿童在进入幼儿园时也表现出更高的阅读和数学成绩，行为自我调节能力增强，外化和内化问题行为较少。
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.