Socio-economic status and language acquisition: children's performance on the new Reynell Developmental Language Scales.

摘要: Background Several studies in recent years have indicated a link between socio-economic status (SES) of families and children's language development, including that measured through formal standardized test procedures. High numbers children with low performance been found lower groups some studies. This has proved cause for concern both clinicians educationalists. Aims To investigate the relationship maternal education postcode-related indicators SES, on New Reynell Developmental Scales (NRDLS). Methods & Procedures Participants were 1266 aged 2;00 7;06 who recruited standardization new assessment procedure (NRDLS). Children divided into four reflecting education, five SES Index Multiple Deprivation (IMD) quintiles location participating schools nurseries. Groups compared using analysis covariance (ANCOVA), age as covariate, order to identify which might be affected by two variables. Where relationships scales, individual standard scores looked at determine potentially risk delay. Outcomes Results An effect was such whose mothers had minimum performed less well than other study, this being stronger younger children. attending or nurseries IMD quintile 1 areas production. Higher expected delay nurseries; however, not high noted studies. Conclusions Implications Characteristics participant sample measures used may explain these results are important considerations when interpreting developing policies intervention. The usefulness commonly categories is questioned.