By the same authors

From the same journal

Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance

Research output: Contribution to journalArticlepeer-review



Publication details

JournalChild Development
DateAccepted/In press - 25 Feb 2020
DateE-pub ahead of print (current) - 23 Mar 2020
Issue number3
Number of pages10
Pages (from-to)705-714
Early online date23/03/20
Original languageEnglish


We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs.26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES-related differences in school performance are only partly transmitted through children's preschool verbal abilities.

Bibliographical note

© 2020 The Authors

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations