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The Importance of Early Language Skills: An Explanation for Social Class |
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Abstract:
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In this paper we test whether oral language development during the preschool years plays a role in explaining the positive relationship between family social class background and children’s school performance. In particular, we test for the portion of the social class effect on 2nd – 4th grade reading, mathematics, and overall performance that is explained by oral language skills when the student enters kindergarten. We do so using a unique data set containing unusually comprehensive measures of kindergarten oral language skill, as well as a control variable for non-oral language IQ. Estimation is via a structural equation model with latent variables. The results show that oral language skill at kindergarten entry explains most of the effect of social class background on elementary school performance. |
Most Common Document Word Stems:
languag (59), social (48), class (48), grade (39), children (39), oral (37), skill (37), school (35), effect (35), read (32), perform (27), parent (24), earli (24), child (22), develop (22), kindergarten (21), background (19), 4th (18), 1 (16), data (16), 2nd (15), |
Author's Keywords:
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Social class background, preschool oral language, elementary school performance, reading, mathematics |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Durham, Rachel. and Farkas, George. "The Importance of Early Language Skills: An Explanation for Social Class" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p109174_index.html> |
APA Citation:
| Durham, R. E. and Farkas, G. , 2004-08-14 "The Importance of Early Language Skills: An Explanation for Social Class" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p109174_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In this paper we test whether oral language development during the preschool years plays a role in explaining the positive relationship between family social class background and children’s school performance. In particular, we test for the portion of the social class effect on 2nd – 4th grade reading, mathematics, and overall performance that is explained by oral language skills when the student enters kindergarten. We do so using a unique data set containing unusually comprehensive measures of kindergarten oral language skill, as well as a control variable for non-oral language IQ. Estimation is via a structural equation model with latent variables. The results show that oral language skill at kindergarten entry explains most of the effect of social class background on elementary school performance. |
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| Document Type: |
.PDF |
| Page count: |
18 |
| Word count: |
3955 |
| Text sample: |
| Social Class Background Preschool Oral Language Development and Elementary School Performance Rachel Durham George Farkas Carol Scheffner Hammer Pennsylvania State University and Hugh W. Catts University of Kansas Draft 1 06 04 Abstract In this paper we test whether oral language development during the preschool years plays a role in explaining the positive relationship between family social class background and children’s school performance. In particular we test for the portion of the social class effect on 2nd – 4th |
| .34 Math (4th grade) (.34***) .23 Teacher Evaluation (2nd grade) (.23***) 2 R .35 .15 .54 .81 .59 .70 .56 .60 18 |
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