Maternal education and single word reading in middle childhood

King, T and McKean, C and Rush, Robert and Westrupp, E and Mensah, F and Law, James (2016) Maternal education and single word reading in middle childhood. Merrill Palmer Quarterly. ISSN 0272-930X (In Press)

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Maternal education captured at a single time point is commonly employed as a predictor of a child’s cognitive development. In this paper we ask what bearing the acquisition of additional qualifications has upon reading performance in middle childhood. This was a secondary analysis of the UK’s Millennium Cohort Study, a birth cohort of 18,000 children born in 2000. Our outcome variable was Single Word Reading from the British Abilities Scales at 7 years. Predictors included maternal age and education, relative poverty and parity. Increasing maternal education over time was associated with improved child outcomes with a 2 month developmental advantage for children whose mothers had increased education over those whose mothers had not. Parity was important but conditional on this, there was no evidence of child attainment reducing for the children of older mothers. A time-varying education level model is consistent with an input quality mechanism for language development.

Item Type: Article
Divisions: School of Health Sciences > Clinical Audiology, Speech and Language Research Centre
Date Deposited: 21 Apr 2016 11:55
Last Modified: 02 Feb 2017 15:44


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