The implications of poor receptive vocabulary at school entry in terms of adult literacy outcomes

1. James Law Professor of Language and Communication Science and Director Centre for Integrated Healthcare Research, Edinburgh The implications of poor receptive vocabulary at school entry in terms of adult literacy outcomes JORSEN Conference – Manchester Metropolitan University. 3.07.08

2. The association between language and both demographic and within child factors at school entry; How this association feeds into performance in adulthood; Potential implications.. What we will be covering..

3. What is the extent of the relationship between proximal, distal and biological factors and specific language impairment (SLI) at school entry? To what extent does the pattern of association differ for non-specific language impairment (N-SLI)? What is the risk associated with early SLI and N-SLI in terms of literacy at 34 years? Our research questions

4. British Cohort Study (BCS70), one of Britain's richest research resources for the study of human development; Over 18,000 persons living in Great Britain who were born in one week in April 1970; Data available about the cohort members at birth, 5, 10, 16, 26, 30 and most recently in 2004 when aged 34 years; Wide range of information collected from parent’s report, school report, tests and medical examinations; Excluded children whose first language was not English and whose ethnicity was not white European. The data source?

5. The measures • At five years • The English Picture Vocabulary Test • The Copying Designs Test • At ten years • The Edinburgh Reading Test • At 34 years • Level 2 literacy (equivalent to GCSE A-C and above)

6. At age 34 core dimensions of literacy at the requisite levels to match national curriculum standards - 30 multiple choice questions extracted from the 2002 Skills for Life Survey; Questions were presented on a computer and cohort members selected from four alternative answers. Of the 30 questions only 20 would be attempted by any single respondent. Answers to an initial set of 10 questions determined whether they went on to answer 10 questions at a higher or lower level of difficulty; Questions concentrated on reading comprehension, writing composition, grammar, punctuation, spelling and handwriting. The test has a good overall reliability of 0.87; Possible to distinguish between scores at Entry Level, reflecting literacy performance below GCSE G-grade standards (that is, below the level expected of an 11 year old at the start of their secondary education), and scores at Level 1 (GCSE D-G grade standard) or Level 2, indicating literacy performance at GCSE A-C grade standard, or higher. More detail on adult literacy

7. The three groups of interest • Typical language group • Language and Copying scores above -1SD • Non-specific language impairment (N-SLI) • Language more than 2 SD below the mean. Copying score more than 1 SD below the mean • Specific language impairment (SLI) • Language more than 2 SD below the mean. Copying score above -1SD

8. Sample derivation BCS70 cohort members at birth 17196 Cohort members at 5 years 13135 English spoken at home & white European 12099 Completed EPVT & Copying Designs Test 11330 Typical language 9613 N-SLI 195 SLI 211 Poor copying typical language 1311

9. Sample derivation BCS70 cohort members at birth 17196 Cohort members at 5 years 13135 English spoken at home & white European 12099 Completed EPVT & Copying Designs Test 11330 Typical language 9613 N-SLI 195 SLI 211 Poor copying typical language 1311

10. Distal factors Child gender Age mother left school Mother single parent Proximal factors Persons per room ratio Child had some kind of pre-school Parent read to child in past week Parent a poor reader Biological and developmental risk Mother smoked during pregnancy Child small for dates Child behavioural difficulties (neurotic/anti-social) Child seen a speech and language therapist The “exposures” of interest

11. The analyses measure associations NOT causes - using odd ratios The odds ratio is a way of calculating the probability of someone achieving something, winning, having a disease etc.relative to the probability that they will not do so; So if a horse has a 60% probability of winning (and therefore a 40% chance of losing) the odds of it winning is 60/40 or 1.5; An odds ratio of 0.5 means that the outcome is half as likely to occur in the target group. An odds ratio of 2.0 means that it is twice as likely to occur. Measuring associations

12. The association between language and both demographic and within child factors at school entry; How this association feeds into performance in adulthood; Potential implications.. What we will be covering..

13. At five years

14. Implications at five? • Corroboration of existing data on the association between poor language skills and demographic factors • Particular things to note: • Gender • Importance of proximal factors especially parental reading • Preschool experience • SLI/N-SLI imbalance

15. The association between language and both demographic and within child factors at school entry; How this association feeds into performance in adulthood; Potential implications.. What we will be covering..

17. Implications at 34? • If you look at SLI or N-SLI on their own both predict 34 year literacy. • The association with SLI disappears once you add demographic factors. • The odds associated with N-SLI also halves once demographic factors are added • Note the effect of proximal factors and of anti-social behaviour

18. The association between language and both demographic and within child factors at school entry; How this association feeds into performance in adulthood; Potential implications.. What we will be covering..

19. Early language difficulties (both SLI and N-SLI) are strongly associated with demographic factors; The long term implications for literacy and mental health are clear for N-SLI group, less so the SLI group; The picture for criminality is more complex; In terms of risk for social exclusion the N-SLI is clearly a very worrying group and they are easily identifiable at 5 years; We need to develop an understanding of what can be done in terms of environmental modification to mitigate the effects of these poor early profiles. SEN or public health? There is more that can be done to link adult outcomes with changes across childhood (eg school transitions) and across the life course. Potential implications

20. Robert Rush, statistician QMU Ingrid Schoon and Sam Parsons, Centre for Longitudinal Studies, Institute of Education, London The authors acknowledge the support of the Economic and Social Science Research Council (RES-000-22-1748). With thanks to: