Early Language Skills and Socioeconomic Status: A Network Approach

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Elevating Early Language Learning and Reading Proficiencies in Early Childhood Settings (Table 5)

Abstract

This study utilized network analysis to investigate the structure of early language skills across different socioeconomic statuses (SES) in a sample of kindergarten children. The network included phonological awareness, morphological awareness, Chinese character recognition, and vocabulary. Results revealed phonological awareness as the most central and influential node, suggesting its pivotal role in language development. High SES children displaying stronger and more positive connections among language skills. In contrast, low SES children showed a negative association between name writing and vocabulary, highlighting areas needing targeted intervention. The study's findings emphasize the influence of SES on the network of early language skills and suggest that educational interventions should be tailored to address these disparities.

Authors

• Yongjia Yu, University of Hong Kong

• Carrie Lau, University of Hong Kong