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Literacy is a Huge Predictor of Long-term Success in Life

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Literacy is a Huge Predictor of Long-term Success in Life

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Literacy is critical for children's development.

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Encyclopedia on Early Childhood Development

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One of the most striking accomplishments of the preschool years is the child's development of speech and language. As children enter school, they are expected to use these newly developed language skills as tools for learning and social negotiation. The important role of spoken and written communication in school-aged children's lives suggests that individual differences in these skills may entail benefits and risks, in terms of broader academic and psychosocial competence.
Subject
Spoken language competence involves several systems. Children must master a system for representing meaning, and acquire a facility with the forms of language, ranging from the sound structure of words to the grammatical structure of sentences. This knowledge must be joined with their social competence. Much of this learning is accomplished without formal instruction, and what is known is largely tacit in nature. Preschool children begin to develop some awareness of this knowledge by rhyming words, for example, or taking a word apart into syllables. This ability to think about the sounds in words is called phonological awareness. Early reading development in alphabetic languages such as English depends on the integrity of phonological awareness and other related phonological processing abilities. 1

Learning to read also requires several skills. It is common to differentiate between two main aspects of reading: word recognition and comprehension. Word recognition consists of knowing how a word is pronounced. Early in reading development, children need to recognize letters, be aware of and able to manipulate sounds within words, and use conventions about the relationship between letters and their pronunciation. In addition, the child needs to be able to interpret the meaning of the printed text. The skills involved in this aspect of reading are very similar to those used in listening comprehension.

Although word recognition and comprehension are often considered separately, they can influence one another over development, in a bidirectional way. For example, vocabulary knowledge contributes directly to growth in word recognition, 2,3 and later in the school years, skill in word recognition predicts the rate of vocabulary growth. ⁴
Problems
Children may enter school with poor skills in listening, speaking and/or phonological processing. Children with poor listening and speaking skills are referred to as having a language impairment (LI) or developmental language disorder (DLD): current estimates are that about 10% of children entering schools in the U.S. and Canada have LI. ⁵⁻⁷ There are other children for whom phonological processing skills are poor, and these children are at risk for reading disorder (RD). Estimates of the prevalence of RD among school-aged children typically range between 10 and 18%. ⁸⁻¹⁰ While LI and RD in the early school years can occur alone, it is very common for a child to be affected by both.

In addition to academic difficulties, several studies have shown elevated rates of behaviour problems among children with LI, including externalizing and internalizing problems, and have an especially strong relationship with ADHD. 5,11-27 Similarly, children with a diagnosis of behavioural or emotional disorder very frequently meet the criteria for LI, as do incarcerated youth. 26,28-30 Language impairments are commonly undiagnosed in these children, possibly because professionals are not sensitive to the manifestations of language impairments in this group. ³⁰ Another concerning social outcome for individuals with language impairment is an elevated risk of victimization, including sexual assault. 31,32
Research Context
The relationships between spoken language development, reading development and social development have been explored by several researchers in an effort to determine the extent to which these problems are associated with each other and the bases for these relationships.
Key Research Questions
The prominent research questions have been concerned with the extent to which aspects of early language status are predictive of later reading and behaviour problems and what the possible bases might be for these relationships. Specifically, two hypotheses have figured prominently in the literature. One hypothesis is that the associations between spoken language and later outcomes are causal. Alternatively, the association of language and reading problems with behaviour problems may rest on a common underlying condition such as a neuromaturational delay that results in poor achievement in both domains.
Recent Research Results
It is clear that as a group, children with LI have poorer reading achievement and higher rates of RD. ³³⁻³⁷ In these studies, the prevalence of RD in children with LI ranged from 25% ⁸ to 90%. ¹¹ The strong relationship between RD and LI has been shown to be attributable to the limitations these children have in both their ability to understand language and their phonological awareness. 13,14,38-41 The phonological-awareness deficits place them at risk for difficulties in learning decoding skills and the comprehension problems place them at risk for reading comprehension problems.

There are several possible causal relationships between language and behavioural disorders: language difficulties might lead to reactive behaviour problems, behaviour problems could lead to fewer opportunities for language learning, or the relationship between language and behavioural difficulties could be bidirectional. ¹⁸ During the school years, children with poor language may encounter difficulties with the spoken and written communication demands of the classroom, such that communication failure, especially in the classroom, serves as a stressor, and behaviour problems are maladaptive responses to this stressor. In support of this notion, behaviour problems are reported by the children's teachers to a greater degree than their parents. Furthermore, teacher ratings of behaviour problems correspond more closely than parent ratings to child's language test scores. 17,33,42 Further support for this view arises from data showing that among children with LI, reading disorder further increases the risk of behaviour disorder. This supports the notion that LI in conjunction with RD results in the child facing excessive failure, particularly within the classroom, which in turn results in reactive behaviour problems. These conclusions, however, fail to explain why behaviour problems seem to be reported in preschool children with LI, ²² a finding that could be used to argue for an underlying factor such as neurodevelopmental delay that contributes to all these conditions. Another possibility is a bidirectional relationship between language and behavioural difficulties. This idea is supported by evidence that language difficulties at age three increase the risk of conduct disorders at age five, and vice versa. ²³ In particular, children with language impairment are vulnerable to difficulties with self-regulation, which may in turn lead to observed behavioural difficulties. 27,43,44
Research Gaps
Further research efforts are needed, focusing on the particular mechanisms that produce this complex of spoken, written and behaviour problems. Several recent studies have addressed the question of whether certain profiles of language weaknesses are associated with different types of behavioural outcomes. 24,25,31,45-49 This approach seems promising, as it could help focus interventions on the communication skills that are most likely to affect important outcomes. There is also a need for classroom-based studies of how children with language difficulties respond to communication demands and failure. Finally, given the risk of adverse outcomes such as incarceration or victimization, there is a need to continue to identify experiences and skills that contribute to resilience in children with early language difficulties. ⁴⁸⁻⁵⁰
Conclusions
The existence of a strong relationship between spoken language skills and subsequent reading and behaviour development is generally supported in the literature. The basis of the relationship between early spoken language and later reading development is thought to be causal in nature, such that spoken language skills, especially phonological awareness and listening comprehension, are fundamental precursors to later successful reading. Children with limitations in phonological processing are at risk for early decoding problems, which can then lead to problems of reading comprehension. Children with problems of listening comprehension are at risk for reading comprehension problems even if they can decode words. These skills can also dynamically interact over development.

The basis of the relationship between spoken language and later behaviour problems is less clear, although it seems possible that there are multiple mechanisms that could explain the relationship. In particular, academic difficulties that result from LI may contribute to the increased risk of behavioural disorders.
Implications
The evidence is compelling that a foundation in spoken language competence is important for the successful achievement of academic and social competence. Children with poor language skills are therefore at risk for reading and psychosocial problems. Language difficulties could be identified efficiently at school entry. This identification process should be an especially high priority for children who already show signs of behavioural difficulties, given the high incidence and low identification of language difficulties in this group. Interventions are available for promoting language growth, and in particular, numerous programs exist to promote phonological awareness. Additionally, intervention efforts need to focus on approaches that provide supportive educational environments, to reduce the stressors that may result in maladaptive behaviours. Finally, early intervention efforts are warranted, to support the development of language skills prior to school entry. Where successful, such efforts could be expected to reduce a child's risk of important academic and psychosocial difficulties throughout childhood, and into adulthood.
References

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18. Mueller KL, Tomblin JB. Examining the comorbidity of language disorders and ADHD. Topics in Language Disorders 2012;32(3):228-246.

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29. Moncrieff D, Miller E, Hill E. Screening tests reveal high risk among adjudicated adolescents of auditory processing and language disorders. Journal of Speech Language and Hearing Research 2018;61(4):924-935.

30. Chow JC, Hollo A. Language ability of students with emotional disturbance: Discrepancies between teacher ratings and direct assessment. Assessment for Effective Intervention 2018;43(2):90-95.

31. Conti-Ramsden G, Botting N. Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research 2004;47:145-161.

32. Brownlie EB, Graham E, Bao L, Koyama E, Beitchman JH. Language disorder and retrospectively reported sexual abuse of girls: severity and disclosure. Journal of Child Psychology and Psychiatry 2017;58(10):1114-1121.

33. Tomblin JB, Zhang X, Buckwalter P, Catts H. Association of reading disability behavioral disorders and language impairment among second grade children. Journal of Child Psychology and Psychiatry 2000;41(4):473-482.

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35. Bishop DVM, Adams C. A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry 1990;31(7):1027-1050.

36. Catts HW, Fey ME, Tomblin JB, Zhang X. A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech Language and Hearing Research 2002;45(6).

37. Janus M, Labonté C, Kirkpatrick R, Davies S, Duku E. The impact of speech and language problems in kindergarten on academic learning and special education status in grade three. International Journal of Speech-Language Pathology 2017:1-14.

38. Oakhill JV, Cain K. The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study. Scientific Studies of Reading 2012;16(2):91-121.

39. Suggate S, Schaughency E, McAnally H, Reese E. From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development 2018;47:82-95.

40. Elwer S, Keenan JM, Olson RK, Byrne B, Samuelsson S. Longitudinal stability and predictors of poor oral comprehenders and poor decoders. Journal of Experimental Child Psychology 2013;115(3):497-516.

41. Snellings P, van der Leij A, de Jong PF, Blok H. Enhancing the reading fluency and comprehension of children with reading disabilities in an orthographically transparent language. Journal of Learning Disabilities 2009;42(4).

42. Lindsay G, Dockrell J, Desforges M, Law J, Peacey N. Meeting the needs of children and young people with speech, language and communication difficulties. International Journal of Language & Communication Disorders 2010;45(4):448-460.

43. Aro T, Laakso ML, Maatta S, Tolvanen A, Poikkeus AM. Associations between toddler-age communication and kindergarten-age self-regulatory skills. Journal of Speech Language and Hearing Research 2014;57(4):1405-1417.

44. Petersen IT, Bates JE, Staples AD. The role of language ability and self-regulation in the development of inattentive-hyperactive behavior problems. Development and Psychopathology 2015;27(1):221-237.

45. Durkin K, Toseeb U, Botting N, Pickles A, Conti-Ramsden G. Social Confidence in Early Adulthood Among Young People With and Without a History of Language Impairment. Journal of Speech Language and Hearing Research 2017;60(6):1635-1647.

46. Zadeh ZY, Im-Bolter N, Cohen NJ. Social cognition and externalizing psychopathology: an investigation of the mediating role of language. Journal of Abnormal Child Psychology 2007;35(2):141-152.

47. Lonigan CJ, Spiegel JA, Goodrich JM, et al. Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors? Journal of Abnormal Child Psychology 2017;45(8):1491-1502.

48. Yew SG, O'Kearney R. Early language impairments and developmental pathways of emotional problems across childhood. International Journal of Language & Communication Disorders 2015;50(3):358-373.

49. Yew SG, O'Kearney R. The Role of Early Language Difficulties in the Trajectories of Conduct Problems Across Childhood. Journal of Abnormal Child Psychology 2015;43(8):1515-1527.

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# data[].attributes.attachment_link.authors[].name
Dawna Duff,1 PhD, J. Bruce Tomblin,2 PhD

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Literacy as an Outcome of Language Development and its Impact on Children's Psychosocial and Emotional Development | Encyclopedia on Early Childhood Development

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One of the most striking accomplishments of the preschool years is the child's development of speech and language. As children enter school, they are expected to use these newly developed language skills as tools for learning and social negotiation.

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Literacy as a building block for long-term success in life.

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Reading at school is expected, but reading at home is vital.

Decades of research show when children lack access to books, they spend far less time reading, resulting in lower proficiency.

"The power of having any home library is really incredibly positive," said Alison Angell, vice president of partnerships for Scholastic. She said access to books outside the classroom is one of the strongest predictors of academic success.

"When kids don't have access to reading materials at home, they're more likely to suffer learning losses when they're out of school," she said, "because when they're out of school, they aren't reading as much."

Children not reading at grade level by the end of third grade are four times less likely to graduate from high school, according to the Annie E. Casey Foundation. Children in poverty fare worse - being 13 times less likely to graduate.

"Yes, we do read here at school, but beyond that, reading at home increases the students' vocabulary," said elementary school principal Dr. LaKisha Wright. "It strengthens their comprehension. It's just an extension of what we're already doing."
RELATED STORY | Why we're asking you to 'Give a Child a Book'
Wright, who serves as principal of Dunbar Elementary in Atlanta, said a home library helps to make reading a part of a child's daily life.

"If we can find them a book, the spark, the curiosity - then there's no stopping those students at home reading to their families and to their friends," Wright said.

The "If You Give a Child a Book..." campaign, in partnership with Scholastic, distributes books to students from lower-income neighborhoods with a focus on the critical kindergarten through third grade years.

"That's when our students are transitioning," Wright said. "The lower grades, they're learning to read. But by the time they get to third grade, they're reading to learn."

So, if you give a child a book...

"You give them the keys to unlock a whole new world," Angell said.
RELATED STORY | Children at these schools have less access to books outside the classroom
You can help ensure that even more students get free books to take home and call their own. You can donate now to the Scripps Howard Fund's "If You Give a Child a Book..." campaign. A $12 donation provides two books for a child at one of our partner schools.

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How books help break the cycle of poverty

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The "If You Give a Child a Book..." campaign distributes books to students from lower-income neighborhoods with a focus on the critical kindergarten through third grade years.

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International Federation of Library Associations and Institutions

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International Federation of Library Associations and Institutions

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Filling gaps in patron knowledge can help bridge income gaps.

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Break the Cycle: Tackling Information Poverty as a Means of Eradicating Income Poverty | Library Policy and Advocacy Blog

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Discussion by a library on how to work against poverty and for the impoverished.

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National Poverty Awareness Month: How Libraries Can Help

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Discover how Timberland Regional Library supports low-income communities with free resources, early learning programs, safe spaces,…

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Homelessness Continues to Harm South Bend Residents

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Homelessness Continues to Harm South Bend Residents

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Many people in South Bend live in poverty and are only a missed paycheck away from becoming homeless.

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Politically Speaking | South Bend Initiatives on Homelessness | Season 26 | Episode 23

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We discuss the city’s initiatives, challenges, and successes in addressing homelessne

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After fierce debate and resistance, the new low-barrier homeless shelter is finally approved.

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New low-barrier homeless center in South Bend gets green light

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New low-barrier homeless center in South Bend gets green light

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Sustainability is Not Viewed as a Priority

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Sustainability is Not Viewed as a Priority

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Many Hoosiers do not believe in climate change or doubt its relevancy to their daily lives.

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South Bend-Mishawaka Report: Metropolitan Reports: Hoosier Life Survey: Resources: Environmental Resilience Institute: Indiana University

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The metropolitan report for the South Bend-Mishawaka region.

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Accessible Recreational Experiences for Disabled People

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Accessible Recreational Experiences for Disabled People

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Creating accessible spaces normalizes and embraces difference.

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To other parents who have yet to send their child...you will not be disappointed and will wonder why you haven't contacted Camp Millhouse sooner. Your child will be a lifer!

Provides an exceptional experience for both children and adults with disabilities to celebrate themselves and each other and to challenge their personal boundaries while celebrating their successes!

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Camp Millhouse is a non profit residential summer camp for children and adults of all ages with varying disabilities.

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Support for Children of Working Class Families

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Support for Children of Working Class Families

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Working class families need support to meet the needs of their children in a national society that prioritizes profit over personhood.

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Home | Boys & Girls Clubs of the Northern Indiana Corridor

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For 50 years, the Boys & Girls Clubs of the Northern Indiana Corridor has been in the forefront of youth development in St. Joseph County, providing opportunities for young people through before school care, after school care, and summer programs.

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Support of Survivors of Domestic Violence

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Support of Survivors of Domestic Violence

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The YWCA helps women and children in crisis.

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YWCA North Central Indiana | A Safe Haven for Abuse Survivors

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Discover a refuge at YWCA NCIN. Providing shelter, protecting children, and preventing domestic abuse and violence. Our comprehensive services include safe housing, support for survivors, substance use programs, and safety education. Join us in building a secure and supportive community.

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The community comes together on a state, city, and neighborhood level to support one another after severe weather. Tornados devastate Indiana every year. Some people consider the state to be part of Tornado Alley.

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INDIANAPOLIS (WNDU) - Indiana Gov. Mike Braun has activated the Indiana National Guard to help with storm recovery after severe weather impacted at least 41 counties across the Hoosier State.

This includes several counties here in Michiana, as severe storms on Sunday afternoon and Wednesday evening caused widespread destruction.

Damage assessments and recovery operations are ongoing.

"Last night, communities throughout Indiana were impacted by severe weather and tornados," Gov. Braun said in a statement sent to WNDU 16 News Now. "The extent of the damage is still being assessed and our office is working with localities on any necessary next steps. During times like these, the best of our Hoosier hospitality shows in how we care for our neighbors and communities. I am also grateful for our public safety teams who are providing leadership and service around the state."

The Governor's Office says it is working with the Indiana National Guard and several state departments to begin sand bagging operations in support of flood prevention of critical infrastructure and damage to civilian property.
Stay up to date on local news with WNDU on-air and online. Be sure to download the 16 News Now App and follow our YouTube page as we continue to bring you the latest coverage on this developing story.

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Gov. Braun activates Indiana Guard to help with storm recovery

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Severe weather impacted at least 41 counties across Indiana, including some right here in Michiana.

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Volunteers give their all to help struggling individuals and communities.

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St. Peter Claver Catholic Worker began in September 2003 aspiring to follow in the tradition of hospitality offered by Dorothy Day and Peter Maurin, using Mt. 25:31-44 as a guide in practicing the works of mercy. We are committed to active nonviolence, simple living, and prayer. The community of

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Dedicated volunteers and staff familiar with the issues concerning immigrants in a trustworthy setting.

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I have had patrons at the library remark to me that our local homeless shelter is "better" than the ones in Chicago, though in what way was unclear.

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Many parts of town are viewed as dangerous by both their residents and those outside of that area.

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Not only are we experiencing a fentanyl crisis, but children continue to experiment with drugs. Both youths and adults are caught using substances on library property frequently.

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Tensions Rise Between Rural and Urban Communities as Development Continues

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Tensions Rise Between Rural and Urban Communities as Development Continues

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Many people living in urban areas advocate for outside development to overtake farmland in the surrounding areas. Farmers who do sell their land to outsiders are viewed as traitors by their peers.

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A broader variety of options for preschool helps to meet parents where they are financially and logistically.

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Even though Indiana has a low cost of living, we are still affected by inflation.