School Readiness Among Children With Varying Histories of Language Difficulties
School Readiness Among Children With Varying Histories of Language Difficulties
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DOI：
10.1037/a0014324
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发表时间：
2009-03-01
影响因子：
4
通讯作者：
Skibbe, Lori E.
中科院分区：
文献类型：
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作者：
Justice, Laura M.;Bowles, Ryan P.;Skibbe, Lori E.
本研究检验了以下假设：(a)儿童时期持续存在的语言困难会导致入学准备较差；(b)入学前出现的语言困难会导致入学准备较差，而不是持久性的影响。这项研究包括检查幼儿园收集的儿童入学准备指标，这些指标是基于国家儿童健康与人类发展研究所早期儿童保育研究网络在15、24、36和54个月时收集的语言能力的不同历史。儿童（N = 1,064）根据他们在每个测量时间点是否表现出表达性或接受性语言障碍进行分类。通过对分类结果的共同因素方法，研究了这些困难的持久性和时间对每个幼儿园结果的关系。语言障碍的持续存在通常与幼儿园的成绩无关。然而，在语言困难的时间上发现了一个强大的影响：在54个月时表现出语言困难的儿童在入学准备方面的表现明显下降。研究结果讨论了目前的政策和研究有关幼儿园准备的儿童表现出风险。
This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) language difficulties present just prior to school entry would predict lower school readiness beyond any effects of persistence. The study involved examining indicators of school readiness collected at kindergarten for children exhibiting various histories of language ability based on language measures collected at 15, 24, 36, and 54 months by the National Institute of Child Health and Human Development's Early Child Care Research Network. Children (N = 1,064) were classified according to whether they exhibited expressive or receptive language difficulties at each time point measured. The relation between persistence and timing of these difficulties to each kindergarten outcome was studied through a common factor approach for categorical outcomes. Persistence of language difficulties was not generally related to kindergarten outcomes. However, a robust effect was found for timing of language difficulties: Children who exhibited language difficulties at 54 months exhibited significantly depressed performance on measures of school readiness. Findings are discussed in terms of current policy and research concerning kindergarten readiness for children exhibiting risk.