Socio‐economic status and language acquisition: children's performance on the new Reynell Developmental Language Scales

Abstract

Characteristics of the participant sample and measures used for language and SES may explain these results and are important considerations when interpreting results of studies or developing policies for intervention. The usefulness of commonly used categories of language delay is questioned.

Assessing Children’s Native Language in Mandarin Using the Adapted New Reynell Developmental Language Scales-Mandarin (NRDLS-M)

“…The present finding of a positive age effect on language performance concurs with the previous local findings of Mandarin child language (e.g. Teng, 2003) and the previous findings of NRDLS on British English child language (Letts, Edwards, Sinka, Schaefer & Gibbons, 2013).…”

“…In the past study of NRDLS on British English-speaking children, Letts, Edwards, Sinka, Schaefer & Gibbons (2013) found a mild maternal education effect on language performance up till 3;06 only when comparing children with mothers having least education (statutory minimum education by 16) and mothers having further education, higher education and postgraduate education. The input receiving by the older children at the centres is thought to have associated with the diminished effect of maternal education on language acquisition of these children.…”

Expressive and receptive language skills in preschool children from a socially disadvantaged area

“…However Letts et al (2013) found the opposite trend when investigating the relationship between SES quintiles and scores on the NRDLS. A significant relationship was found for production but not for comprehension, the authors did not discuss possible reasons for this finding however.…”

“…Associations between social deprivation, poor language skills and poor educational achievement have been well established (Arriaga, Fenson, Cronan & Pethick, 1998;Walker, Greenwood, Hart & Carta, 1994). This population have been found to perform significantly below the level of the non-disadvantaged population in formal language assessments (Law, McBean & Rush, 2011;Letts, Edwards, Sinka, Schaefer & Gibbons, 2013;Locke, Ginsborg & Peers, 2002). However there has been no direct comparison of receptive and expressive skills in these children.…”

“…However, the study by Law et al (2011) included children with cognitive and language impairment which may have increased the prevalence of language delay found within the group. Letts et al (2013) reported an association between maternal education, an indicator of SES, and scores on the NRDLS (Edwards, Letts & Sinka, 2011).…”