|
Sign In to gain access to subscriptions and/or personal tools.
|
Specific and general language performance across early childhood: Stability and gender considerations
Marc H. Bornstein
National Institute of Child Health and Human Development, USA, Marc_H_Bornstein{at}nih.gov
Chun-Shin Hahn
National Institute of Child Health and Human Development, USA
O. Maurice Haynes
National Institute of Child Health and Human Development, USA
Altogether 329 children participated in four longitudinal studies of specific and general language performance cumulatively from 1;1 to 6;10. Data were drawn from age-appropriate maternal questionnaires, maternal interviews, teacher reports, experimenter assessments and transcripts of childrens own spontaneous speech. Language performance at each age and stability of individual differences across age in girls and boys were assessed separately and together. Across age, including the important transition from preschool to school, across multiple tests at each age and across multiple reporters, children showed moderate to strong stability of individual differences; girls and boys alike were stable. In the second through fifth years, but not before or after, girls consistently outperformed boys in multiple specific and general measures of language.
Key Words: gender IQ language longitudinal study methods stability verbal ability
First Language, Vol. 24, No. 3,
267-304 (2004)
DOI: 10.1177/0142723704045681

CiteULike Connotea Del.icio.us Digg Reddit Technorati What's this?
This article has been cited by other articles:

|
 |

|
 |
 
E. N. Adamson-Macedo, R. Patel, and D. K. Sallah
An independent psychometric evaluation of a speech and language tool for two-year-old children from a Sure Start trailblazer site in the West Midlands
Child Language Teaching and Therapy,
June 1, 2009;
25(2):
191 - 214.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
L. M. Justice, A. Mashburn, K. L. Pence, and A. Wiggins
Experimental Evaluation of a Preschool Language Curriculum: Influence on Children's Expressive Language Skills
J Speech Lang Hear Res,
August 1, 2008;
51(4):
983 - 1001.
[Abstract]
[Full Text]
[PDF]
|
 |
|

|
 |

|
 |
 
F. Gayraud and S. Kern
Influence of preterm birth on early lexical and grammatical acquisition
First Language,
May 1, 2007;
27(2):
159 - 173.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
M. E. Arterberry, M. H. Bornstein, C. Midgett, D. L. Putnick, and M. H. Bornstein
Early attention and literacy experiences predict adaptive communication
First Language,
May 1, 2007;
27(2):
175 - 189.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
G. Szagun, C. Steinbrink, M. Franik, and B. Stumper
Development of vocabulary and grammar in young German-speaking children assessed with a German language development inventory
First Language,
August 1, 2006;
26(3):
259 - 280.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
M. H. Bornstein, D. L. Putnick, and A. De Houwer
Child vocabulary across the second year: Stability and continuity for reporter comparisons and a cumulative score
First Language,
August 1, 2006;
26(3):
299 - 316.
[Abstract]
[PDF]
|
 |
|

|
 |

|
 |
 
D. Bassano, P.-E. Eme, and C. Champaud
A naturalistic study of early lexical development: General processes and inter-individual variations in French children
First Language,
February 1, 2005;
25(1):
67 - 101.
[Abstract]
[PDF]
|
 |
|
|
|