Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties via Academic Ability and Peer Problems

Autor/inn/en	Westrupp, Elizabeth M.; Reilly, Sheena; McKean, Cristina; Law, James; Mensah, Fiona; Nicholson, Jan M.
Titel	Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties via Academic Ability and Peer Problems
Quelle	In: Child Development, 91 (2020) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Westrupp, Elizabeth M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13219
Schlagwörter	Vocabulary Development; Emotional Disturbances; Receptive Language; Correlation; Behavior Problems; Literacy; Peer Relationship; Symptoms (Individual Disorders); Hyperactivity; Preschool Children; Child Development + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Gefühlsstörung; Rezeptive Kommunikationsfähigkeit; Korrelation; Alphabetisierung; Schreib- und Lesefähigkeit; Peer-Beziehungen; Psychiatrische Symptomatik; Hyperaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung
Abstract	This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4-5, 6-7, and 8-9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8-9, 10-11, 12-13, 14-15 years), and literacy and peer problems (8-9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4-5 years compared to the full sample. These findings suggest that early literacy-based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01