Kindergarten oral language skill: A key variable in the intergenerational transmission of socioeconomic status

Research in Social Stratification and Mobility

Volumn 25, Issue 4, 2007, Pages 294-305

  Durham, Rachel E ^d   Farkas, George ^a   Hammer, Carol Scheffner ^a   Bruce Tomblin, J ^b   Catts, Hugh W ^c  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF IOWA   (United States)

^c UNIVERSITY OF KANSAS   (United States)

^d JOHNS HOPKINS UNIVERSITY   (United States)

Author keywords

Educational achievement; Kindergarten oral language ability; Socialization; Socioeconomic status

Indexed keywords

EID: 36548999258     PISSN: 02765624     EISSN: None     Source Type: Book Series    
DOI: 10.1016/j.rssm.2007.03.001     Document Type: Article

References (61)

1. Adams M. Beginning to read: Thinking and learning about print (1990), MIT Press, Cambridge
2. Alexander K., Entwisle D., and Horsey C. From first grade forward: Early foundations of high school dropout. Sociology of Education 70 (1997) 87-107
3. Allison P.D. Missing data techniques for structural equation modeling. Journal of Abnormal Psychology 112 (2003) 547-557
4. Arbuckle J., and Wothke W. Amos 6.0 user's guide (2005), SPSS Inc., Chicago
5. Baydar N., Brooks-Gunn J., and Furstenberg F.F. Early warning signs of functional illiteracy: Predictors in childhood and adolescence. Child Development 64 (1993) 815-829
6. Bernstein B. Class, codes, and control vol. 1 (1975), Routledge, London
7. Beron K., and Farkas G. Oral language and reading success: A structural equation modeling approach. Structural Equation Modeling 11 (2004) 110-131
8. Bishop D.V.M., and Adams C. A Prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry and Allied Disciplines 31 (1990) 1027-1050
9. Bowles S., and Gintis H. Schooling in capitalist America (1976), Basic, New York
10. Bradley L., and Bryant P.E. Categorizing sounds and learning to read-A causal connection. Nature 301 (1983) 419-421
11. Bradley L., and Bryant P. Rhyme and reason in reading and spelling (1985), University of Michigan Press, Ann Arbor, MI
12. Bradley R.H., Caldwell B.M., and Rock S.L. Home environment and school performance: A ten-year follow-up and examination of three models of environmental action. Child Development 59 (1988) 852-867
13. Bradley R.H., Corwyn R.F., McAdoo H.P., and Garcia-Coll C. The home environments of children in the United States. Part I. Variations by age, ethnicity, and poverty status. Child Development 72 (2001) 1844-1867
14. Brooks-Gunn J., Klebanov P.K., and Duncan G. Ethnic differences in children's intelligence test scores: Role of economic depravation, home environment, and maternal characteristics. Child Development 67 (1996) 396-408
15. Butler S.R., Marsh H.W., Sheppard M.J., and Sheppard J.L. Seven-year longitudinal study of the early prediction of reading achievement. Journal Of Educational Psychology 77 (1985) 349-361
16. Dickens W. Genetic differences and school readiness. The Future of Children 15 (2005) 55-70
17. Duncan G., Brooks-Gunn J., and Klebanov P.K. Economic depravation and early childhood development. Child Development 65 (1994) 296-318
18. Duncan G.J., Yeung W.J., Brooks-Gunn J., and Smith J.R. How much does childhood poverty affect the life chances of children?. American Sociological Review 63 (1998) 406-423
19. Ensminger M., and Slusarcik A. Paths to high school graduation or dropout: A longitudinal study of a first-grade cohort. Sociology of Education 65 (1992) 95-113
20. Entwisle D.R., Alexander K.L., and Olson L.S. Children, schools and inequality (1997), Westview, Boulder, CO
21. Entwisle D.R., Alexander K.L., and Olson L.S. First grade and educational attainment by age 22: A new story. American Journal of Sociology 110 (2005) 1458-1502
22. Farkas G. Human capital or cultural capital? (1996), Aldine de Gruyter, New York
23. Farkas G. Cognitive skills and noncognitive traits and behaviors in stratification processes. Annual Review of Sociology 29 (2003) 541-562
24. Farkas G., and Beron K. The detailed age trajectory of oral vocabulary knowledge: Differences by class and race. Social Science Research 33 (2004) 464-497
25. Farkas G., and Hibel J. Being unready for school: Factors affecting risk and resilience. In: Booth A., and Crouter A. (Eds). Disparities in school readiness: How families contribute to transitions into school (2008), Lawrence Erlbaum, New York 3-30
26. Guo G. The timing of the influences of cumulative poverty on children's cognitive ability and achievement. Social Forces 77 1 (1998) 257-287
27. Guo G., and Harris K.M. The mechanisms mediating the effects of poverty on children's intellectual development. Demography 37 (2000) 431-447
28. Hart B., and Risley T. Meaningful differences in everyday experience of young American children (1995), Paul Brookes Publishing Co., Baltimore, MD
29. Hart B., and Risley T. The social world of children learning to talk (1999), Paul Brookes Publishing Co., Baltimore
30. Heath S.B. Ways with words: Language, life and work in communities and classrooms (1983), Cambridge University Press, New York
31. Jencks C., et al. Who gets ahead? (1979), Basic, New York
32. Juel C. Learning to read and write: A longitudinal study of fifty-four children from first through fourth grades. Journal of Educational Psychology 80 (1988) 437-447
33. Kingston P. The classless society (2000), Stanford University Press, Stanford, CA
34. Kohn M., Schooler C., with J., Miller K., Miller R., and Schoenberg. Work and personality: An inquiry into the impact of social stratification (1983), Ablex, Norwood, NJ
35. Labov W. Language in the inner city (1972), University of Pennsylvania Press, Philadelphia, PA
36. Lareau A. Unequal childhoods (2003), University of California Press, Berkeley
37. Lee V., and Burkham D.T. Inequality at the starting gate: Social background differences in achievement as children begin school (2002), Economic Policy Institute, Washington, DC
38. LoBello S.G. A short form of the Wechsler Preschool and Primary Scale of Intelligence-Revised. Journal of School Psychology 29 (1991) 229-236
39. Lonigan C.J., Burgess S.R., and Anthony J.L. Development of emergent literacy and early reading skills in preschool children: Evidence from a latent variable longitudinal study. Developmental Psychology 36 (2000) 596-613
40. Mayer S. What money can't buy (1997), Harvard University Press, Cambridge, MA
41. McLeod J.D., and Kaiser K. Child emotional and behavioral problems and educational attainment. American Sociological Review 69 (2004) 636-658
42. McLoyd V. The impact of economic hardship on black families and children: Psychological distress, parenting, and socioemotional development. Child Development 61 (1990) 311-346
43. In: Neuman S.B., and Dickinson D.K. (Eds). Handbook of early literacy research (2002), The Guilford Press, New York
44. Newcomer P., and Hammill D. Test of language development-2 primary (1988), Pro-Ed, Austin, TX
45. Ogbu J. Beyond language: Ebonics, proper English, and identity in a Black-American speech community. American Educational Research Journal 36 (1999) 147-186
46. Pikulski J.J., and Tobin A.W. Factors associated with long-term reading achievement of early readers. In: McCormick S., Zutell J., Scharer P., and O'Keefe P. (Eds). Proceedings of the national reading conference on cognitive and social perspectives for literacy research and instruction. Chicago (1989)
47. Rouse C., Brooks-Gunn J., and McLanahan S. Introducing the issue. The Future of Children 15 1 (2005) 5-14
48. Royston P. Multiple imputation of missing values: Update to ICE. Stata Journal 5 4 (2005) 1-10
49. Rubin D.B. Multiple imputation for nonresponse in surveys (1987), Wiley, New York
50. Scarborough H.S. Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In: Neuman S.B., and Dickinson D.K. (Eds). The handbook of early literacy research (2001), Guildford Press, New York 97-110
51. In: Sewell W., Hauser R., and Featherman D. (Eds). Schooling and achievement in American society (1976), Academic Press, N.Y.
52. Stanovich K. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21 (1986) 360-407
53. Tomblin J.B., Records N.L., Buckwalter P., Zhang X., Smith E., and O'Brien M. Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language and Hearing Research 40 (1997) 1245-1260
54. Tomblin J.B., Records N.L., and Zhang X. A system for the diagnosis of specific language impairment in kindergarten children. Journal of Speech and Hearing Research 39 (1996) 1284-1294
55. Tomblin J.G., Scheffner Hammer C., and Zhang X. The association of parental tobacco use and SLI. International Journal of Language and Communication Disorders 33 (1998) 357-368
56. Tramantana M.G., Hooper S., and Selzer S.C. Research on preschool prediction of later academic achievement: A review. Developmental Review 8 (1988) 89-146
57. Vellutino F.R., and Scanlon D.M. Emergent literacy skills, early instruction, and individual differences as determinants of difficulties in learning to read: The case for early intervention. In: Neuman S.B., and Dickinson D.K. (Eds). The handbook of early literacy research (2001), Guildford Press, New York 295-321
58. In: Vernon-Feagans L., and Blair C. (Eds). The measurement of school readiness. Early Education and Development 17 1 (2006) 1-202
59. Walker D., Greenwood C., Hart B., and Carta J. Predictions of school outcomes based on early language production and socioeconomic factors. Child Development 65 (1994) 606-621
60. Wechsler D. WPPSI-R manual: Wechsler preschool and primary scale of intelligence-revised (1989), Psychological Corporation, New York
61. Whitehurst G.J., and Lonigan C.J. Emergent literacy: Development from prereaders to readers. In: Neuman S.B., and Dickinson D.K. (Eds). The handbook of early literacy research (2001), Guilford Press, New York 11-29