University of London, Institute of Education, 20 Bedford Way, London WC1H 0AL, United Kingdom.
Pediatrics. 2010 Mar;125(3):e459-66. doi: 10.1542/peds.2008-2111. Epub 2010 Feb 8.
Our aim was to assess the longitudinal trajectory of childhood receptive language skills and early influences on the course of language development.
Drawing on data collected for a nationally representative British birth cohort, the 1970 British Cohort Study, we examined the relationship between directly assessed early receptive language ability, family background, housing conditions, early literacy environment, and adult literacy skills. A sample of 11349 cohort members who completed the English Picture Vocabulary Test at 5 years of age were studied again at 34 years of age, when they completed a direct assessment of their basic literacy skills. We contrasted experiences of individuals with language problems at age 5 against the experiences of those with normal language skills at that age, assessing the role of socioeconomic family background and early literacy environment in influencing the longitudinal course of developmental language problems. Statistical comparisons of rates with chi(2) tests at P values of .001, .01, and .05 were made, as well as multivariate logistic regressions.
Cohort members with receptive language problems at age 5 had a relatively disadvantaged home life in childhood, both in terms of socioeconomic resources and the education level of their parents, but also regarding their exposure to a stimulating early literacy environment. Although there is significant risk for poor adult literacy among children with early language problems, the majority of these children develop competent functional literacy levels by the age of 34. Factors that reduce the risk for persistent language problems include the child being born into a working family, parental education beyond minimum school-leaving age, advantageous housing conditions, and preschool attendance.
Effective literacy-promoting interventions provided by pediatric primary care providers should target both children and parents.
我们旨在评估儿童接受性语言技能的纵向轨迹及其对语言发展过程的早期影响。
本研究基于英国具有全国代表性的出生队列 1970 年英国队列研究的数据，我们考察了直接评估的早期接受性语言能力、家庭背景、住房条件、早期读写环境与成人读写技能之间的关系。我们对在 5 岁时完成英语图片词汇测验的 11349 名队列成员进行了再次研究，他们在 34 岁时完成了对其基本读写技能的直接评估。我们将 5 岁时有语言问题的个体的经历与该年龄时语言技能正常的个体的经历进行对比，评估社会经济家庭背景和早期读写环境在影响发育性语言问题纵向发展过程中的作用。我们通过卡方检验（P 值分别为 0.001、0.01 和 0.05）进行了率的统计比较，并进行了多元逻辑回归。
5 岁时具有接受性语言问题的队列成员在童年时期的家庭生活相对处于劣势，无论是在社会经济资源方面，还是在其父母的受教育程度方面，以及在其接触到激发性早期读写环境方面。尽管有语言问题的儿童成年后读写能力差的风险较高，但大多数儿童到 34 岁时都能发展出具有功能性的读写能力。降低持续语言问题风险的因素包括孩子出生于工作家庭、父母受教育程度高于最低离校年龄、有利的住房条件和学前教育参与。
儿科初级保健提供者提供的有效的读写促进干预措施应该针对儿童和家长。
