Funding for this study was provided by the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education (R324A120046). Infrastructure support was provided by the Pennsylvania State University's Population Research Institute through funding from the National Institute of Child Health and Human Development, National Institutes of Health (R24HD041025). No official endorsement should thereby be inferred. We thank Bruce Tomblin, Philip Dale, and Betsy Crais for their thoughtful suggestions on earlier versions of this manuscript.
24-Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry
Version of Record online: 18 AUG 2015
© 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.
Volume 86, Issue 5, pages 1351–1370, September/October 2015
How to Cite
Morgan, P. L., Farkas, G., Hillemeier, M. M., Hammer, C. S. and Maczuga, S. (2015), 24-Month-Old Children With Larger Oral Vocabularies Display Greater Academic and Behavioral Functioning at Kindergarten Entry. Child Development, 86: 1351–1370. doi: 10.1111/cdev.12398
- Issue online: 11 SEP 2015
- Version of Record online: 18 AUG 2015
- National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Grant Number: R324A120046
- National Institute of Child Health and Human Development, National Institutes of Health. Grant Number: R24HD041025-11
Data were analyzed from a population-based, longitudinal sample of 8,650 U.S. children to (a) identify factors associated with or predictive of oral vocabulary size at 24 months of age and (b) evaluate whether oral vocabulary size is uniquely predictive of academic and behavioral functioning at kindergarten entry. Children from higher socioeconomic status households, females, and those experiencing higher quality parenting had larger oral vocabularies. Children born with very low birth weight or from households where the mother had health problems had smaller oral vocabularies. Even after extensive covariate adjustment, 24-month-old children with larger oral vocabularies displayed greater reading and mathematics achievement, increased behavioral self-regulation, and fewer externalizing and internalizing problem behaviors at kindergarten entry.