Relations between reading skill level in fifth grade and functional language skills at toddler age

References

• Aro, T., K. Eklund, J. E. Nurmi, and A.-M. Poikkeus. 2012. “Early Language and Behavioral Regulation Skill as Predictors of Social Outcomes.” Journal of Speech, Language, and Hearing Research 55: 395–408.
   PubMed Web of Science ®Google Scholar
• Bagnato, S. J. 2007. Authentic Assessment for Early Childhood Intervention: Best Practices. New York: Guilford Press.
   Google Scholar
• Bagnato, S., D. Goins, K. Pretti-Frontczak, and J. T. Neisworth. 2014. “Authentic Assessment as “Best Practice” for Early Childhood Intervention: National Consumer Social Validity Research.” Topics in Early Childhood Special Education 34 (2): 116–127.
   Web of Science ®Google Scholar
• Bartl-Pokorny, K., P. Marschik, S. Sachse, V. Green, D. Zhang, T. Wolin, and C. Einspieler. 2013. “Tracking Development from Early Speech-Language Acquisition to Reading Skills at age 13.” Developmental Neurorehabilitation 16 (3): 188–195. doi:10.3109/17518423.2013.773101.
   PubMed Web of Science ®Google Scholar
• Beitchman, H. J., B. Wilson, E. B. Brownlie, H. Walters, A. Inglis, and W. Lancee. 1996. “Long-term Consistency in Speech/Language Profiles: II. Behavioral, Emotional, and Social Outcomes.” Journal of the American Academy of Child and Adolescent Psychiatry 35: 815–825.
   PubMed Web of Science ®Google Scholar
• Bishop, D. V. M. 2014. Uncommom Understanding. Development and Disorders of Language Comprehension in Children. Classic Edition. London: Psychologycal Press.
   Google Scholar
• Bleses, D., G. Makransky, P. S. Dale, A. Højen, and B. A. Ari. 2016. “Early Productive Vocabulary Predicts Accademic Achievement 10 Years Later.” Applied Psycholingvistics, 1–16. doi:10.1017/SO142716416000060.
   Google Scholar
• Bleses, D., W. Wach, M. Slott, P. Thomsen, T. Madsen, et al. 2008. “The Danish Communicative Development Inventories: Validity and Main Developmental Trends.” Journal of Child Language 35: 651–669.
   PubMed Web of Science ®Google Scholar
• Bloom, L. 1993. Language Development from two to Three. Cambridge: Cambridge University Press.
   Google Scholar
• Bretherton, L., M. Prior, E. Bavin, P. Eadie, and S. Reilly. 2014. “Developing Relationships Between Language and Behavior in Preschool Children from Early Language in Victoria Study: Implication for Intervention.” Emotional and Behavioural Difficulties 19 (1): 7–27.
   Google Scholar
• Cohen, J. W. 1988. Statistical Power Analyses for the Behavioral Sciences (2nd ed). Hillsdale: Lawrence Erlbaum Associates.
   Google Scholar
• Dale, P. S., A. J. McMillan, M. E. Hayiou-Thomas, and R. Plomin. 2014. “Illusory Recovery: Are Recovered Children With Early Language Delay at Continuing Elevated Risk?” American Journal of Speech-Language Pathology 23 (3): 437–447. doi:10.1044/2014_AJSLP-13-0116.
   PubMed Web of Science ®Google Scholar
• Dale, P. S., T. S. Price, D. V. M. Bishop, and R. Plomin. 2003. “Outcomes of Early Language DelayI. Predicting Persistent and Transient Language Difficulties at 3 and 4 Years.” Journal of Speech, Language, and Hearing Research 46 (3): 544–560. doi:10.1044/1092-4388(2003/044).
   PubMed Web of Science ®Google Scholar
• Desmarais, C., A. Sylvestre, F. Meyer, I. Bairati, and N. Rouleau. 2008. “Systematic Review of the Literature on Characteristics of Late-Talking Toddlers.” International Journal of Language & Communication Disorders 43 (4): 361–389. doi:10.1080/13682820701546854.
   PubMed Web of Science ®Google Scholar
• Dickinson, D. K., K. T. Nesbitt, and K. G. Hofer. 2019. “Effects of Language on Initial Reading: Direct and Indirect Associations Between Code and Language from Preschool to First Grade.” Early Childhood Research Quarterly 49: 122–137.
   Web of Science ®Google Scholar
• Dieterich, S. E., M. A. Assel, P. Swank, K. E. Smith, and S. H. Landry. 2006. “The Impact of Early Maternal Verbal Scaffolding and Child Language Abilities on Later Decoding and Reading Comprehension Skills.” Journal of School Psychology 43 (6): 481–494. doi:10.1016/j.jsp.2005.10.003.
   Web of Science ®Google Scholar
• Espenakk, U., J. Frost, M. K. Færevaag, H. Grove, E. Horn, I. K. Løge, R. G. Solheim, and ÅKH Wagner. 2003. TRAS-håndbok [TRAS instruction book]. TRAS-gruppen.
   Google Scholar
• Fernald, A., A. Perfors, and V. A. Marchman. 2006. “Picking Up Speed in Understanding: Speech Processing Efficiency and Vocabulary Growth Across the 2nd Year.” Developmental Psychology 42 (1): 98–116. doi:10.1037/0012-1649.42.1.98.
   PubMed Web of Science ®Google Scholar
• Frost, J. 2003. “Språklig bevissthet.” In TRAS-håndbok, edited by U. Espenakk, 88–93. Bergen: TRAS-gruppen.
   Google Scholar
• Goswami, U. 2008. Cognitive Development: The Learning Brain. Hove: Psychology Press.
   Google Scholar
• Haug, P. 2014. “The Practices of Dealing with Children with Special Needs in School: A Norwegian Perspective.” Emotional and Behavioural Difficulties: 296–310. doi:10.1080/13632752.2014.883788.
   Google Scholar
• Helland, T. 2012. Språk og dysleksi. Bergen: Fagbokforlaget.
   Google Scholar
• Helvig, A., and I. K. Løge. 2006. Presiseringer av spørsmålene i TRAS. Lesesenteret, Universitetet i Stavanger.
   Google Scholar
• Henrichs, J., L. Rescorla, C. Donkersloot, J. J. Schenk, H. Raat, V. W. V. Jaddoe, A. Hofman, F. C. Verhulst, and H. Tiemeier. 2013. “Early Vocabulary Delay and Behavioral/Emotional Problems in Early Childhood: The Generation R Study.” Journal of Speech, Language, and Hearing Research 56: 553–566.
   PubMed Web of Science ®Google Scholar
• Hindman, A., C. Connor, A. Jewkes, and F. Morrison. 2008. “Untangling the Effects of Shared Book Reading: Multiple Factors and Their Associations with Preschool Literacy Outcomes.” Early Childhood Research Quarterly 23 (3): 330–350. doi:10.1016/j.ecresq.2008.01.005.
   Web of Science ®Google Scholar
• Hjetland, H. N., E. I. Brinchmann, R. Scherer, and M. Melby-Lervåg. 2017. “Preschool Predictors of Later Reading Comprehension Ability: A Systematic Review.” Campbell Systematic Reviews 13 (1): 1–155. doi:10.4073/csr.2017.14.
   Google Scholar
• Hjetland, H. N., A. Lervåg, S.-A. H. Lyster, B. E. Hagtvet, C. Hulme, and M. Melby-Lervåg. 2019. “Pathways to Reading Comprehension: A Longitudinal Study from 4 to 9 Years of age.” Journal of Educational Psychology 111 (5): 751–763. doi:10.1037/edu0000321.
   Web of Science ®Google Scholar
• IBM-Corporation. 2013. IBM SPSS Statistics for Windows, Version 21 In IBM Corporation.
   Google Scholar
• Keilty, B., D. J. LaRocco, and F. B. Casell. 2009. “Early Interventionists’ Reports of Authentic Assessment Methods Through Focus Group Research.” Topics in Early Childhood Special Education 28 (4): 244–256. doi:10.1177/0271121408327477.
   Web of Science ®Google Scholar
• Kuhl, P. K., F.-M. Tsao, and H.-M. Liu. 2003. “Foreign-language Experience in Infancy: Effects of Short-Term Exposure and Social Interaction on Phonemic Learning.” Proceeedings of the National Academy of Sciences 100: 9096–9101.
   PubMed Web of Science ®Google Scholar
• Lambert, R. G., D.-H. Kim, and D. C. Burts. 2014. “Using Teacher Ratings to Track the Growth and Development of Young Children Using the Teaching Strategies GOLD ® Assessment System.” Journal of Psychoeducational Assessment 32 (1): 27–39. doi:10.1177/0734282913485214.
   Web of Science ®Google Scholar
• Lee, J. 2011. “Size Matters: Early Vocabulary as a Predictor of Language and Literacy Competence.” Applied Psycholinguistics 32 (1): 69–92. doi:10.1017/S0142716410000299.
   Web of Science ®Google Scholar
• Longoria, A. O., M. C. Page, L. Hubbs-Tait, and S. M. Kennison. 2009. “Relationship Between Kindergarten Children’s Language Ability and Social Competence.” Early Child Development and Care 179 (7): 919–929.
   Google Scholar
• Mackie, L., and J. Law. 2010. “Pragmatic Language and the Child with Emotional/Behavioural Difficulties (EBD): A Pilot Study Exploring the Interaction Between Behaviour and Communication Disability.” International Journal of Language and Communication Disorders 45 (4): 397–410.
   PubMed Web of Science ®Google Scholar
• Marchman, V. A., and A. Fernald. 2008. “Speed of Word Recognition and Vocabulary Knowledge in Infancy Predict Cognitive and Language Outcomes in Later Childhood.” Developmental Science 11 (3): F9–F16. doi:10.1111/j.1467-7687.2008.00671.x.
   PubMed Web of Science ®Google Scholar
• Ministry of Education and Research. 2006/2007. Report No. 16 to the Storting—Early Intervention for Lifelong Learning. Oslo: Regjeringen. https://www.regjeringen.no/globalassets/upload/kd/vedlegg/st.meld.nr.16/sammendrag_engelsk-oversettelse_2802.pdf.
   Google Scholar
• Ministry of Education and Research. 2017. Forskrift om rammeplan for barnehagens innhold og oppgaver [Regulations on the framework plan for the kindergarten's content and tasks]. Retrieved from https://www.udir.no/globalassets/filer/barnehage/rammeplan/framework-plan-for-kindergartens2-2017.pdf.
   Google Scholar
• Muter, V., C. Hulme, M. J. Snowling, and J. Stevenson. 2004. “Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence from a Longitudinal Study.” Developmental Psychology 40 (5): 665–681. doi:10.1037/0012-1649.40.5.665.
   PubMed Web of Science ®Google Scholar
• Nation, K. 2005. “Connections Between Language and Reading in Children with Poor Reading Comprehension.” In Connections Between Langauage and Readingdisabilities, edited by H. W. Catts, and A. G. Kamhi, 41–54. ebook ISBN 9781410612052: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• National Early Literacy Panel. 2008. Developing Early Literacy: A Scientific Synthesis of Early Literacy Development and Implications for Interventions. National Institute for Literacy.
   Google Scholar
• Norušis, M. J. 2010. PASW Statistics 18: Guide to Data Analysis. Upper Saddle River, N.J.: Prentice Hall.
   Google Scholar
• The Norwegian Directorate for Education and Training. 2015. National Reading Tests. 5th. Grade. The Norwegian Directorate for Education and Training.
   Google Scholar
• Reikerås, E. K. L., I. K. Løge, and A.-M. Knivsberg. 2012. “The Mathematical Competencies of Toddlers Expressed in Their Play and Daily Life Activities in Norwegian Kindergartens.” International Journal of Early Childhood 44 (1): 91–114. doi:10.1007/s13158-011-0050-x.
   Google Scholar
• Rescorla, L. 2000. “Do Late Talking Toddlers Turn out to Have Languages and Reading Difficulties a Decade Later?” Annals of Dyslexia 50: 87–102.
   Web of Science ®Google Scholar
• Rescorla, L. 2002. “Language and Reading Outcomes to age 9 in Late-Talking Toddlers.” Journal of Speech Language and Hearing Research 46: 360–371.
   Google Scholar
• Rescorla, L. 2009. “Age 17 Language and Reading Outcomes in Late Talking Toddlers: Support for a Dimensional Perspective on Language Delay.” Journal of Speech, Language and Hearing Research 52: 16–30.
   PubMed Web of Science ®Google Scholar
• Rescorla, L. 2011. “Late Talkers: Do Good Predictors of Outcome Exist?” Developmental Disabilities Research Reviews 17: 141–150.
   PubMed Web of Science ®Google Scholar
• Rescorla, L., and P. S. Dale. 2013. Late Talkers: Language Development, Interventions, and Outcomes. Baltimore: P. Brookes.
   Google Scholar
• Sim, F., J. O'Dowd, L. Thompson, J. Law, S. Macmillan, M. Affleck, C. Gillberg, and P. Wilson. 2013. “Language and Social/Emotional Problems Identified at a Universal Developmental Assessment at 30months.” BMC Pediatrics 13 (1): 206. http://www.biomedcentral.com/1471-2431/13/206.
   PubMedGoogle Scholar
• Snow, P. C., P. A. Eadie, J. Connell, B. Dalheim, H. J. McCusker, and J. K. Munro. 2014. “Oral Language Supports Early Literacy: A Pilot Cluster Randomized Trial in Disadvantaged Schools.” International Journal of Speech-Language Pathology 16 (5): 495–506. doi:10.3109/17549507.2013.845691.
   PubMed Web of Science ®Google Scholar
• Snowling, M. J., F. Duff, A. Petrou, J. Schiffeldrin, and A. M. Bailey. 2011. “Identification of Children at Risk of Dyslexia: The Validity of Teacher Judgements Using ‘Phonic Phases’.” Journal of Research in Reading 34 (2): 157–170. doi:10.1111/j.1467-9817.2011.01492.x.
   Web of Science ®Google Scholar
• Stangeland, E. B. 2017. “The Impact of Language Skills and Social Competence on Play Behaviour in Toddlers.” European Early Childhood Education Research Journal 25 (1): 106–121. doi:10.1080/1350293X.2016.1266224.
   Web of Science ®Google Scholar
• Stangeland, E. B., K. Lundetræ, and E. Reikerås. 2018. “Gender Differences in Toddlers’ Language and Participation in Language Activities in Norwegian ECEC Institutions.” European Early Childhood Education Research Journal 26 (3): 375–392. doi:10.1080/1350293X.2018.1463905.
   Web of Science ®Google Scholar
• Statistics Norway. 2019. Barnehager, 2019, endelige tall [Kindergartens, 2019, final figures]. https://www.ssb.no/utdanning/statistikker/barnehager/aar-endelige.
   Google Scholar
• Suggate, S., E. Schaughency, H. McAnally, and E. Reese. 2018. “From Infancy to Adolescence: The Longitudinal Links Between Vocabulary, Early Literacy Skills, Oral Narrative, and Reading Comprehension.” Cognitive Development 47: 82–95. doi:10.1016/j.cogdev.2018.04.005.
   Web of Science ®Google Scholar
• Tabachnick, B. G., and L. S. Fidell. 2014. Using Multivariate Statistics. Harlow: Pearson.
   Google Scholar
• Torppa, M., A. Poikkeus, M. Laakso, A. Tolvanen, and E. Leskinen. 2007. “Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children with and Without Familial Risk of Dyslexia.” Scientific Studies of Reading 11 (2): 73–103.
   Web of Science ®Google Scholar
• Uccelli, P., ÖE Demir-Lira, M. L. Rowe, S. Levine, and S. s. E. D. T. P. A. L. P. i. M. Goldin-Meadow. 2018. “Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence.” Child Development, doi:10.1111/cdev.13034.
   PubMed Web of Science ®Google Scholar
• Warren, S. F., P. J. Yoder, and S. V. Leeww. 2002. “Promoting Social Communicative Development in Infants and Toddlers.” In Promoting Social Communication. Children with Disabilities from Birth to Adolescence, edited by H. Goldstein, L. A. Kaczmarek, and K. M. English, 121–149. Baltimore: Paul H Brookes Publishing Co.
   Google Scholar