Early productive vocabulary predicts academic achievement 10 years later

Dorthe Bleses; Guido Makransky; Philip S. Dale; Anders Højen; Burcak Aktürk Ari

doi:10.1017/S0142716416000060

Early productive vocabulary predicts academic achievement 10 years later

Dorthe Bleses^*, Guido Makransky, Philip S. Dale, Anders Højen, Burcak Aktürk Ari

^*Corresponding author for this work

45 Citations (Scopus)

Abstract

We use a longitudinal design to examine associations for a diverse sample of 2,120 Danish 16- to 30-month-old children between early expressive vocabulary and later reading and math outcomes in the sixth grade. Educational outcomes, in particular decoding and reading comprehension, can be predicted from an early vocabulary measure as early as 16 months with effect sizes (in proportion of variance accounted for) comparable to 1 year's mean growth in reading scores. The findings confirm in a relatively large population-based study that late talkers are at risk for low educational attainment because the majority of children experiencing early language delay obtain scores below average in measures of reading in the sixth grade. Low scores have the greatest predictive power, indicating that children with early delays have elevated risk for later reading problems.

Original language	English
Journal	Applied Psycholinguistics
Volume	37
Issue number	6
Pages (from-to)	1461-1476
Number of pages	16
ISSN	0142-7164
DOIs	https://doi.org/10.1017/S0142716416000060
Publication status	Published - 1 Nov 2016
Externally published	Yes

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AU - Bleses, Dorthe

AU - Makransky, Guido

AU - Dale, Philip S.

AU - Højen, Anders

AU - Ari, Burcak Aktürk

PY - 2016/11/1

Y1 - 2016/11/1

N2 - We use a longitudinal design to examine associations for a diverse sample of 2,120 Danish 16- to 30-month-old children between early expressive vocabulary and later reading and math outcomes in the sixth grade. Educational outcomes, in particular decoding and reading comprehension, can be predicted from an early vocabulary measure as early as 16 months with effect sizes (in proportion of variance accounted for) comparable to 1 year's mean growth in reading scores. The findings confirm in a relatively large population-based study that late talkers are at risk for low educational attainment because the majority of children experiencing early language delay obtain scores below average in measures of reading in the sixth grade. Low scores have the greatest predictive power, indicating that children with early delays have elevated risk for later reading problems.

AB - We use a longitudinal design to examine associations for a diverse sample of 2,120 Danish 16- to 30-month-old children between early expressive vocabulary and later reading and math outcomes in the sixth grade. Educational outcomes, in particular decoding and reading comprehension, can be predicted from an early vocabulary measure as early as 16 months with effect sizes (in proportion of variance accounted for) comparable to 1 year's mean growth in reading scores. The findings confirm in a relatively large population-based study that late talkers are at risk for low educational attainment because the majority of children experiencing early language delay obtain scores below average in measures of reading in the sixth grade. Low scores have the greatest predictive power, indicating that children with early delays have elevated risk for later reading problems.

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Early productive vocabulary predicts academic achievement 10 years later

Abstract

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