Research output: Contribution to journal › Article › peer-review
Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance. / von Stumm, Sophie; Rimfeld, Kaili; Dale, Philip S.; Plomin, Robert.
In: Child Development, Vol. 91, No. 3, 23.03.2020, p. 705-714.Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance
AU - von Stumm, Sophie
AU - Rimfeld, Kaili
AU - Dale, Philip S.
AU - Plomin, Robert
N1 - © 2020 The Authors
PY - 2020/3/23
Y1 - 2020/3/23
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85082690754&partnerID=8YFLogxK
U2 - 10.1111/cdev.13364
DO - 10.1111/cdev.13364
M3 - Article
C2 - 32207146
AN - SCOPUS:85082690754
VL - 91
SP - 705
EP - 714
JO - Child Development
JF - Child Development
SN - 0009-3920
IS - 3
ER -