Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems

• Westrupp, Elizabeth M. ^[1] ; Reilly, Sheena ^[2] ; McKean, Cristina ^[3] ; Law, James ^[3] ; Mensah, Fiona ^[4] ; Nicholson, Jan M. ^[5]
  1. [1] La Trobe University and Deakin University
  2. [2] Menzies Health Institute Queensland
  3. [3] Newcastle University
  4. [4] Murdoch Children’s Research Institute
  5. [5] La Trobe University

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• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 2, 2020, págs. 365-382
• Idioma: inglés
• DOI: 10.1111/cdev.13219
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• Dialnet Métricas: 1 Cita
• Resumen

  • This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4?5, 6?7, and 8?9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8?9, 10?11, 12?13, 14?15 years), and literacy and peer problems (8?9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. Results were consistent for children below the 50th percentile for vocabulary at 4?5 years compared to the full sample. These findings suggest that early literacy-based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.