Explaining Children's Life Outcomes: Parental Socioeconomic Status, Intelligence and Neurocognitive Factors in a Dynamic Life Cycle Model.

The goal of the present paper is to introduce a dynamic life cycle model that explains the reproduction of wealth and health over generations by introducing knowledge from cognitive neuroscience into the existing knowledge from the socioeconomic literature. The socioeconomic literature successfully identified the major role of socioeconomic status of parents, both as a direct and indirect effect, in the shaping and intergenerational reproduction of wealth and health. Furthermore, the importance of cognitive abilities as actor in this process has been widely studied in socioeconomic literature. A third factor that has been identified by the socioeconomic discipline is the so-called non-cognitive capabilities. This category, however, lacks a clear definition and seems to be a catchall for a collection of factors. Within the repository of these non-cognitive capabilities the construct of executive functions is an interesting and important contribution from cognitive neuroscience. The multidimensional construct of executive functioning or cognitive control (i.e. planning and formulation of objectives) and monitoring processes (i.e. influences the execution of these goals) is a valuable addition to a framework on reproduction of wealth and health over generations, because executive functions are sensitive to training. Merging insights of the socioeconomic literature and cognitive neuroscience in a life cycle model opens the opportunity of educational initiatives with regard to executive functions to break the intergenerational reproduction of poverty and deprivation.

Basic numerical competences in large-scale assessment data: Structure and long-term relevance.

Basic numerical competences are seen as building blocks for later numerical and mathematical achievement. The current study aimed at investigating the structure of early numeracy reflected by different basic numerical competences in kindergarten and its predictive value for mathematical achievement 6 years later using data from large-scale assessment. This allowed analyses based on considerably large sample sizes (N > 1700). A confirmatory factor analysis indicated that a model differentiating five basic numerical competences at the end of kindergarten fitted the data better than a one-factor model of early numeracy representing a comprehensive number sense. In addition, these basic numerical competences were observed to reliably predict performance in a curricular mathematics test in Grade 6 even after controlling for influences of general cognitive ability. Thus, our results indicated a differentiated view on early numeracy considering basic numerical competences in kindergarten reflected in large-scale assessment data. Consideration of different basic numerical competences allows for evaluating their specific predictive value for later mathematical achievement but also mathematical learning difficulties.

Developing a structural model of reading: the role of hearing status in reading development over time.

The purpose of the present study was to develop a structural model of reading based on the Lexical Quality Hypothesis (Perfetti & Hart, 2002). Data from a 4-year longitudinal study of Dutch primary school children with and without hearing loss were used to conduct an exploratory analysis of how lexical components (i.e., decoding skills, lexical decision, and lexical use) relate to one another and to reading comprehension. Our structural model supports a positive role of the quality of the mental lexicon for reading comprehension. Furthermore, it was possible to apply the same conceptual model of reading development to both groups of children when incorporating hearing status as a grouping variable. However, a multigroup comparison model showed that the predictive values of the relations between the different tasks differed for the two groups.

Reading vocabulary in children with and without hearing loss: the roles of task and word type.

PURPOSE: To address the problem of low reading comprehension scores among children with hearing impairment, it is necessary to have a better understanding of their reading vocabulary. In this study, the authors investigated whether task and word type differentiate the reading vocabulary knowledge of children with and without severe hearing loss. METHOD: Seventy-two children with hearing loss and 72 children with normal hearing performed a lexical and a use decision task. Both tasks contained the same 180 words divided over 7 clusters, each cluster containing words with a similar pattern of scores on 8 word properties (word class, frequency, morphological family size, length, age of acquisition, mode of acquisition, imageability, and familiarity). RESULTS: Whereas the children with normal hearing scored better on the 2 tasks than the children with hearing loss, the size of the difference varied depending on the type of task and word. CONCLUSIONS: Performance differences between the 2 groups increased as words and tasks became more complex. Despite delays, children with hearing loss showed a similar pattern of vocabulary acquisition as their peers with normal hearing. For the most precise assessment of reading vocabulary possible, a range of tasks and word types should be used.

Vocabulary development in children with hearing loss: the role of child, family, and educational variables.

In the present study we examined the effect of hearing status on reading vocabulary development. More specifically, we examined the change of lexical competence in children with hearing loss over grade 4-7 and the predictors of this change. Therefore, we used a multi-factor longitudinal design with multiple outcomes, measuring the reading vocabulary knowledge in children with hearing loss from grades 4 and 5, and of children without hearing loss from grade 4, for 3 years with two word tasks: a lexical decision task and a use decision task. With these tasks we measured word form recognition and (in)correct usage recognition, respectively. A GLM repeated measures procedure indicated that scores and growth rates on the two tasks were affected by hearing status. Moreover, with structural equation modeling we observed that the development of lexical competence in children with hearing loss is stable over time, and a child's lexical competence can be explained best by his or her lexical competence assessed on a previous measurement occasion. If you look back, differences in lexical competence among children with hearing loss stay unfortunately the same. Educational placement, use of sign language at home, intelligence, use of hearing devices, and onset of deafness can account for the differences among children with hearing loss.

Depth of reading vocabulary in hearing and hearing-impaired children.

The main point of our study was to examine the vocabulary knowledge of pupils in grades 3-6, and in particular the relative reading vocabulary disadvantage of hearing-impaired pupils. The achievements of 394 pupils with normal hearing and 106 pupils with a hearing impairment were examined on two vocabulary assessment tasks: a lexical decision task and a use decision task. The target words in both tasks represent the vocabulary children should have at the end of primary school. The results showed that most hearing pupils reached this norm, whereas most hearing-impaired pupils did not. In addition, results showed that hearing-impaired pupils not only knew fewer words, but that they also knew them less well. This lack of deeper knowledge remained even when matching hearing and hearing-impaired children on minimal word knowledge. Additionally, comparison of the two tasks demonstrated the efficacy of the lexical decision task as a measure of lexical semantic knowledge.