Long-Term Stability of Core Language Skill in Children With Contrasting Language Skills

This 4-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of...

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Bibliographic Details
Published in:Developmental psychology 2016-05, Vol.52 (5), p.704-716
Main Authors: Bornstein, Marc H., Hahn, Chun-Shin, Putnick, Diane L.
Format: Article
Language:English
Subjects:
Ability
African Americans
Aging
Bayley Scales of Infant Development
Child
Child Language
Child, Preschool
Childhood Development
Children
Children & youth
Early Childhood Longitudinal Survey
Educational Attainment
European Continental Ancestry Group
Family Environment
Female
Home environment
Home Observation for Measurement of Environment
Human
Humans
Individual Differences
Infant
Intelligence
Interpersonal Relationship
Language
Language Development
Language proficiency
Language Skills
Language Tests
Longitudinal Studies
MacArthur Communicative Development Inventory
Male
Maximum Likelihood Statistics
Mothers
Multisource
Multivariate analysis
Nonverbal Ability
Nonverbal intelligence
Parent Background
Peabody Picture Vocabulary Test
Prospects
Social Interaction
Structural Equation Models
Surveys
Verbal communication
Whites
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Summary:This 4-wave longitudinal study evaluated stability of core language skill in 421 European American and African American children, half of whom were identified as low (n = 201) and half of whom were average-to-high (n = 220) in later language skill. Structural equation modeling supported loadings of multivariate age-appropriate multisource measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years. Significant stability coefficients were obtained between language latent variables for children of low and average-to-high language skill, even accounting for child positive social interaction and nonverbal intelligence, maternal education and language, and family home environment. Prospects for children with different language skills and intervention implications are discussed.
ISSN:0012-1649
1939-0599
DOI:10.1037/dev0000111