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Do infant vocabulary skills predict school-age language and literacy outcomes?

Abstract:

BACKGROUND: Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an in...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1111/jcpp.12378

Authors


More by this author
Institution:
University of Oxford
Division:
MSD
Department:
Experimental Psychology
Role:
Author
More by this author
Institution:
University of Oxford
Division:
MSD
Department:
Experimental Psychology
Role:
Author
More from this funder
Name:
Nuffield Foundation
Funding agency for:
Plunkett, K
Nation, K
Grant:
EDU/40062
EDU/40062
Publisher:
Blackwell Publishing Ltd
Journal:
Journal of Child Psychology and Psychiatry More from this journal
Volume:
56
Issue:
8
Pages:
848–856
Publication date:
2015-08-01
DOI:
EISSN:
1469-7610
ISSN:
0021-9630
Language:
English
Keywords:
UUID:
uuid:a917b39a-d507-49ef-a46a-5a8b8747b246
Local pid:
pubs:502935
Source identifiers:
502935
Deposit date:
2015-01-16

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