The Path to Success: Early Language Ability as a Preschool Predictor of High School Achievement

• In Event: Poster Session 03
  In Poster Session: PS 03 Topic - Education, Schooling

Abstract

Numerous factors contribute to school achievement (e.g. socioeconomic status and academic self-efficacy); however, perhaps the strongest predictor of academic achievement is prior achievement (McClelland et al., 2006). Extant literature corroborates the predictive ability of early language: language ability in kindergarten uniquely predicts language, math, and social skills through the fifth grade (Pace et al., 2019). Prior work regarding early language is limited to single developmental stages and cross-sectional studies (Nielsen, 1989). It remains unclear whether and how early language ability continues to predict academic achievement past childhood. The present study aims to examine the ability of early language to predict cognitive skills and academic achievement across developmental stages. We hypothesize that language ability at 36 months will predict other cognitive skills through early and middle childhood and also academic achievement in adolescence.

The present study uses a structural equation approach to understand the relation between language ability and future academic achievement. Participant data from 36 months, 54 months, 3rd grade, and 9th grade (N = 1076) was drawn from the NICHD Study of Early Child Care and Youth Development (SECCYD). Children’s language ability at 36 months was measured using measures of verbal and expressive language, reading, and spelling (4 items; α = .76). Self-regulation at 54 months was measured using measures of inhibition, delay of gratification, and sustained attention (3 items; α = .43). Math ability at 54 months was measured by a set of applied math problems. Teachers’ academic appraisal in the 3rd grade was measured using teachers’ ratings of students’ academic competence, self-control, and total skills (3 items; α = .73). 9th grade grade point average (GPA) was measured by students’ grades in four school subjects (4 items; α = .87).

The model presented in Figure 1 achieved good model fit: (χ 2 (82) = 187.30, p < 0.001, TLI = .97, CFI = .98, RMSEA = .03). Language at 36 months directly predicted self-regulation and math ability at 54 months (β = .72, p < .001; β = .74, p < .001) and teachers’ academic appraisal in the 3rd grade (β = .29, p < .001). Language also predicted 9th grade GPA (β = .26, p < .05). Self-regulation at 54 months did not predict teachers’ academic appraisal in the 3rd grade (β = .15, p > 0.05) nor 9th grade GPA (β = .14, p > 0.05). Math ability at 54 months predicted teachers’ academic appraisal in the 3rd grade (β = .27, p < .001) but not 9th grade GPA (β = -.07, p > 0.05). Teachers’ academic appraisal in the 3rd grade predicted 9th grade GPA (β = .37, p < .001).

The present findings corroborate the longitudinal predictive ability of early language ability. Language ability at 36 months predicted self-regulation and math ability at 54 months, teachers’ academic appraisal at 3rd grade, and GPA at 9th grade. Accordingly, students who excel in language prior to formal schooling are also expected to excel in other cognitive areas and subsequently achieve higher grades.

Authors

• Helen Fann, University of California - Davis
  Presenting Author

• Zhe Chen, University of California, Davis
  Non-Presenting Author