La Trobe University.
Deakin University.
Child Dev. 2020 Mar;91(2):e365-e382. doi: 10.1111/cdev.13219. Epub 2019 Jan 29.
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.
本研究通过两个潜在的中介机制，即读写能力和同伴问题，探讨了儿童词汇发展轨迹与后续行为和情绪困难之间的关系。该研究使用了来自 4983 名澳大利亚儿童的全国代表性数据，考察了接受性词汇（4-5 岁、6-7 岁和 8-9 岁）和多动-注意力不集中、行为问题和情绪症状（8-9 岁、10-11 岁、12-13 岁、14-15 岁）以及读写能力和同伴问题（8-9 岁）的轨迹。词汇量增长较慢与多动-注意力不集中、行为问题和情绪症状的轨迹有关。读写能力是解释这些关联的关键中介。对于词汇量在 4-5 岁时低于第 50 百分位数的儿童与全样本相比，结果一致。这些发现表明，早期基于读写能力的干预措施可能减轻青少年时期学业、情感和行为功能的下降。
