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Détail de l'auteur
Auteur Kim PLUNKETT |
Documents disponibles écrits par cet auteur (2)
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Do infant vocabulary skills predict school-age language and literacy outcomes? / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)
[article]
Titre : Do infant vocabulary skills predict school-age language and literacy outcomes? Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur Article en page(s) : p.848-856 Langues : Anglais (eng) Mots-clés : Infancy language reading longitudinal studies family history Index. décimale : PER Périodiques Résumé : 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 investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856[article] Do infant vocabulary skills predict school-age language and literacy outcomes? [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur . - p.848-856.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856
Mots-clés : Infancy language reading longitudinal studies family history Index. décimale : PER Périodiques Résumé : 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 investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Frequent daytime naps predict vocabulary growth in early childhood / Klára HORVATH in Journal of Child Psychology and Psychiatry, 57-9 (September 2016)
[article]
Titre : Frequent daytime naps predict vocabulary growth in early childhood Type de document : Texte imprimé et/ou numérique Auteurs : Klára HORVATH, Auteur ; Kim PLUNKETT, Auteur Article en page(s) : p.1008-1017 Langues : Anglais (eng) Mots-clés : Sleep nap children infants vocabulary development Index. décimale : PER Périodiques Résumé : Background The facilitating role of sleep for language learning is well-attested in adults and to a lesser extent in infants and toddlers. However, the longitudinal relationship between sleep patterns and early vocabulary development is not well understood. Methods This study investigates how measures of sleep are related to the development of vocabulary size in infants and toddlers. Day and night-time sleeping patterns of infants and toddlers were compared with their concurrent and subsequent vocabulary development. Sleep assessments were conducted using a sleep diary specifically designed to facilitate accurate parental report. Sleep measures were used as predictors in a multilevel growth curve analysis of vocabulary development. Results The number of daytime naps was positively associated with both predicted expressive (p = .062) and receptive vocabulary growth (p = .006), whereas the length of night-time sleep was negatively associated with rate of predicted expressive vocabulary growth (p = .045). Sleep efficiency was also positively associated with both predicted receptive (p = .001) and expressive vocabulary growth (p = .068). Conclusions These results point to a longitudinal relationship between sleep and language development, with a particular emphasis on the importance of napping at this age. En ligne : http://dx.doi.org/10.1111/jcpp.12583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1008-1017[article] Frequent daytime naps predict vocabulary growth in early childhood [Texte imprimé et/ou numérique] / Klára HORVATH, Auteur ; Kim PLUNKETT, Auteur . - p.1008-1017.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-9 (September 2016) . - p.1008-1017
Mots-clés : Sleep nap children infants vocabulary development Index. décimale : PER Périodiques Résumé : Background The facilitating role of sleep for language learning is well-attested in adults and to a lesser extent in infants and toddlers. However, the longitudinal relationship between sleep patterns and early vocabulary development is not well understood. Methods This study investigates how measures of sleep are related to the development of vocabulary size in infants and toddlers. Day and night-time sleeping patterns of infants and toddlers were compared with their concurrent and subsequent vocabulary development. Sleep assessments were conducted using a sleep diary specifically designed to facilitate accurate parental report. Sleep measures were used as predictors in a multilevel growth curve analysis of vocabulary development. Results The number of daytime naps was positively associated with both predicted expressive (p = .062) and receptive vocabulary growth (p = .006), whereas the length of night-time sleep was negatively associated with rate of predicted expressive vocabulary growth (p = .045). Sleep efficiency was also positively associated with both predicted receptive (p = .001) and expressive vocabulary growth (p = .068). Conclusions These results point to a longitudinal relationship between sleep and language development, with a particular emphasis on the importance of napping at this age. En ligne : http://dx.doi.org/10.1111/jcpp.12583 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292