Socioeconomic disparities in early language development in two Norwegian samples

Abstract

Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight differences across the two samples, we found that children from higher social backgrounds are less likely to have language difficulties starting from age 18 months and up to age 8 (grade 2). Moreover, while early language problems are strongly predictive of later language, maternal education makes an additional contribution to explaining language difficulties at the beginning of school life. Social inequality in language development arises early, even in a country like Norway, with low unemployment and one of the most egalitarian societies in Europe.

Data availability statement

Two sources of data support the findings of this study. Instructions for access to MoBa data from the Norwegian Institute of Public Health can be found here: https://www.fhi.no/en/studies/moba/for-forskere-artikler/research-and-data-access/. Restrictions apply to the availability of these data, which were used under license for this study. BONDS data from the Norwegian Center for Child Behavioral Development is not publicly available due to person protection regulations. Inquiries about the data can be addressed to Ane Nærde <[email protected]>.

Additional information

Funding

The authors acknowledge funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No. 727069 (ISOTIS). Completion of the manuscript is also supported by funding from the European Research Council Consolidator Grant ERC-CoG-2018 EQOP [grant number 818425], given to the second author. The Behavior Outlook Norwegian Developmental Study is situated at the Norwegian Center for Child Behavioral Development, which is supported by the Norwegian Ministry of Children and Families. We are indebted to the families participating in this ongoing study who contributed with their time and effort to make this research possible. The Norwegian Mother, Father and Child Cohort Study is supported by the Norwegian Ministry of Health and Care Services and the Ministry of Education and Research. We are grateful to all the participating families in Norway who take part in this on-going cohort study. The results are previously published as part of a report from the ISOTIS project: http://www.isotis.org/wp-content/uploads/2019/01/ISOTIS_D1.3-Roots-and-Development-of-Achievement-Gaps.pdf