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dc.contributor.authorLaw, James
dc.contributor.authorRush, Robert
dc.contributor.authorKing, T.
dc.contributor.authorWestrupp, E.
dc.contributor.authorReilly, S.
dc.date.accessioned2018-06-29T15:52:37Z
dc.date.available2018-06-29T15:52:37Z
dc.date.issued2017-02-23
dc.identifierER4448
dc.identifier.citationLaw, J., Rush, R., King, T., Westrupp, E. & Reilly, S. (2017) Early home activities and oral language skills in middle childhood: A quantile analysis, Child Development, vol. 89, , pp. 295-309,
dc.identifier.issnSep-20
dc.identifier.urihttps://doi.org/10.1111/cdev.12727
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/4448
dc.description.abstractOral language development is a key outcome of elementary school, and it is important to identify factors that predict it most effectively. Commonly researchers use ordinary least squares regression with conclusions restricted to average performance conditional on relevant covariates. Quantile regression offers a more sophisticated alternative. Using data of 17,687 children from the United Kingdom's Millennium Cohort Study, we compared ordinary least squares and quantile models with language development (verbal similarities) at 11 years as the outcome. Gender had more of an effect at the top of the distribution, whereas poverty, early language, and reading to the child had a greater effect at the bottom. The picture for TV watching was more mixed. The results are discussed in terms of the provision of universal and targeted interventions.
dc.format.extent295-309
dc.publisherWiley
dc.relation.ispartofChild Development
dc.titleEarly home activities and oral language skills in middle childhood: A quantile analysis
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultycasl
dc.description.volume89
dc.identifier.doihttp://10.1111/cdev.12727
dc.description.ispublishedpub
dc.description.eprintid4448
rioxxterms.typearticle
refterms.dateAccepted2016-06-28
qmu.authorRush, Robert
qmu.centreCASL
dc.description.statuspub
dc.description.number1


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