von Stumm, Sophie orcid.org/0000-0002-0447-5471, Rimfeld, Kaili, Dale, Philip S. et al. (1 more author) (2020) Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance. Child Development. pp. 705-714. ISSN 0009-3920
Abstract
We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs.26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES-related differences in school performance are only partly transmitted through children's preschool verbal abilities.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2020 The Authors |
Dates: |
|
Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 28 Oct 2020 14:50 |
Last Modified: | 16 Oct 2024 17:03 |
Published Version: | https://doi.org/10.1111/cdev.13364 |
Status: | Published online |
Refereed: | Yes |
Identification Number: | 10.1111/cdev.13364 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:167350 |
Download
Filename: cdev.13364.pdf
Description: Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance
Licence: CC-BY 2.5