Does socioeconomic level have an effect on school-age language skills in a developed country?

Simple item page
dc.contributor.authorVan Dulm, Ondeneen_ZA
dc.contributor.authorSouthwood, Frenetteen_ZA
dc.date.accessioned2017-02-02T12:47:04Z
dc.date.available2017-02-02T12:47:04Z
dc.date.issued2016
dc.descriptionCITATION: Van Dulm, O. & Southwood, F. 2016. Does socioeconomic level have an effect on school-age language skills in a developed country?. Stellenbosch Papers in Linguistics Plus, 49:59-84, doi:10.5842/49-0-667.
dc.descriptionThe original publication is available at http://spilplus.journals.ac.za
dc.description.abstractSocioeconomic status (SES) has been reported in several contexts as a predictor of child language skills. This study questions whether this holds true for New Zealand, a developed country in which government provides funding for additional academic support to low-SES schoolchildren. The language of 67 typically-developing, English-speaking 5- to 7-year-olds (40 high SES, 27 low SES) was assessed using two normed instruments (the Peabody Picture Vocabulary Test (Australian) (Dunn and Dunn 2007) and the Clinical Evaluation of Language Fundamentals (Australian) (Semel, Wiig and Secord 2006)) and one unnormed instrument (the Receptive and Expressive Activities for Language Therapy; Southwood and Van Dulm 2012). Although the low-SES group had significantly lower scores than the high-SES group on the two normed instruments, all participants’ scores were within the expected age norms on these instruments. The low-SES group had significantly lower scores on the Receptive and Expressive Activities for Language Therapy for comprehension of articles, binding relations, passive constructions and wh questions, and for production of passives and conjunctions. The language of young New Zealand schoolchildren thus appears similarly vulnerable to SES effects as those of children elsewhere. The question arises as to what can be done to allow these children to develop the language skills that will allow them to function optimally in the school context.en_ZA
dc.description.urihttp://spilplus.journals.ac.za/pub/article/view/667
dc.description.versionPublisher’s version
dc.format.extent26 pages
dc.identifier.citationVan Dulm, O. & Southwood, F. 2016. Does socioeconomic level have an effect on school-age language skills in a developed country?. Stellenbosch Papers in Linguistics Plus, 49:59-84, doi:10.5842/49-0-667
dc.identifier.issn2224-3380 (online)
dc.identifier.issn1726-541X (print)
dc.identifier.otherdoi:10.5842/49-0-667
dc.identifier.urihttp://hdl.handle.net/10019.1/100573
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch University, Department of General Linguistics
dc.rights.holderAuthor retains copyright
dc.subjectSocioeconomic statusen_ZA
dc.subjectEnglish language -- Study and teaching (Elementary) -- Childrenen_ZA
dc.subjectCommunication skills (Elementary education) -- Childrenen_ZA
dc.subjectSESen_ZA
dc.subjectPeabody Picture Vocabulary Testen_ZA
dc.subjectIntelligence testsen_ZA
dc.subjectPsychological tests for childrenen_ZA
dc.subjectVocabulary testsen_ZA
dc.subjectClinical Evaluation of Language Fundamentalsen_ZA
dc.subjectReceptive and Expressive Activities for Language Therapyen_ZA
dc.subjectDeveloped countries -- New Zealanden_ZA
dc.subjectExpressive communication skillsen_ZA
dc.titleDoes socioeconomic level have an effect on school-age language skills in a developed country?en_ZA
dc.typeArticleen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
vandulm_socioeconomic_2016.pdf
Size:
1.35 MB
Format:
Adobe Portable Document Format
Description:
Download article
Download
License bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
license.txt
Size:
1.95 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Research Articles (General Linguistics)