Walker D, Greenwood C, Hart B, Carta J
Juniper Gardens Children's Project, University of Kansas, Kansas City 66102.
Child Dev. 1994 Apr;65(2 Spec No):606-21.
Early differences in family SES, child language production, and IQ were related to outcomes in early elementary school in the present prospective, 10-year longitudinal study. In a prior study of family interactional variables associated with language learning, major differences in parenting (i.e., time, attention, and talking) were found to be associated with differences in child productive vocabulary between 7 to 36 months of age, and child IQ, favoring higher-SES parents. Lower-SES children were exposed less often than higher-SES children to diverse vocabulary through their parents' attention and talking, and they were prohibited from talking more often. In the current study, 32 children involved in the earlier study were repeatedly assessed between 5 to 10 years of age, while in kindergarten through third grade. Results indicated that SES-related differences in child language prior to school were predictive of subsequent verbal ability, receptive and spoken language, and academic achievement assessed on standardized tests in kindergarten through grade 3. However, none of the predictor variables were related to direct measures of elementary schooling. When combined with a composite SES indicator, early child language production significantly increased the variance accounted for in the prediction of elementary language and academic competencies in each subsequent year in elementary school. Implications are discussed in terms of the stability of performance on language and academic performance measures of children who entered school with different early language learning experiences, and the need to consider early home- and school-based intervention designed to prevent or ameliorate these trends.
在这项为期10年的前瞻性纵向研究中，家庭社会经济地位（SES）、儿童语言表达能力和智商的早期差异与小学低年级的学业成绩相关。在先前一项关于与语言学习相关的家庭互动变量的研究中，发现育儿方式（即时间、注意力和交谈）的主要差异与7至36个月大儿童的产出性词汇差异以及儿童智商相关，高SES的父母更具优势。与高SES儿童相比，低SES儿童通过父母的关注和交谈接触到不同词汇的机会更少，而且他们更常被禁止交谈。在本研究中，对早期研究中的32名儿童在5至10岁期间（即幼儿园到三年级）进行了多次评估。结果表明，入学前与SES相关的儿童语言差异可预测随后的语言能力、接受性和口语能力，以及在幼儿园到三年级的标准化测试中评估的学业成绩。然而，没有一个预测变量与小学教育的直接指标相关。当与综合SES指标相结合时，儿童早期语言表达能力显著增加了小学各年级后续语言和学业能力预测中的方差解释量。本文讨论了不同早期语言学习经历入学儿童在语言和学业成绩测量方面表现的稳定性，以及考虑开展早期家庭和学校干预以预防或改善这些趋势的必要性。
