TY - JOUR
T1 - Socioeconomic disparities in early language development in two Norwegian samples
AU - Ribeiro, Luísa A.
AU - Zachrisson, Henrik Daae
AU - Naerde, Ane
AU - Wang, Mari Vaage
AU - Brandlistuen, Ragnhild Eek
AU - Passaretta, Giampiero
N1 - Funding Information:
The authors acknowledge funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No. 727069 (ISOTIS). Completion of the manuscript is also supported by funding from the European Research Council Consolidator Grant ERC-CoG-2018 EQOP [grant number 818425], given to the second author. The Behavior Outlook Norwegian Developmental Study is situated at the Norwegian Center for Child Behavioral Development, which is supported by the Norwegian Ministry of Children and Families. We are indebted to the families participating in this ongoing study who contributed with their time and effort to make this research possible. The Norwegian Mother, Father and Child Cohort Study is supported by the Norwegian Ministry of Health and Care Services and the Ministry of Education and Research. We are grateful to all the participating families in Norway who take part in this on-going cohort study. The results are previously published as part of a report from the ISOTIS project: http://www.isotis.org/wp-content/uploads/2019/01/ISOTIS_D1.3-Roots-and-Development-of-Achievement-Gaps.pdf
Publisher Copyright:
© 2022 Taylor & Francis Group, LLC.
PY - 2023
Y1 - 2023
N2 - Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight differences across the two samples, we found that children from higher social backgrounds are less likely to have language difficulties starting from age 18 months and up to age 8 (grade 2). Moreover, while early language problems are strongly predictive of later language, maternal education makes an additional contribution to explaining language difficulties at the beginning of school life. Social inequality in language development arises early, even in a country like Norway, with low unemployment and one of the most egalitarian societies in Europe.
AB - Socioeconomic disparities in early language are widespread and have long-lasting effects. The aim of this study is to investigate when social gaps in language problems arise and how they change across the first years of schooling. We address this question in two large longitudinal Norwegian datasets: the Behavior Outlook Norwegian Developmental Study (BONDS) and the Norwegian Mother, Father and Child Cohort Study (MoBa). Despite some slight differences across the two samples, we found that children from higher social backgrounds are less likely to have language difficulties starting from age 18 months and up to age 8 (grade 2). Moreover, while early language problems are strongly predictive of later language, maternal education makes an additional contribution to explaining language difficulties at the beginning of school life. Social inequality in language development arises early, even in a country like Norway, with low unemployment and one of the most egalitarian societies in Europe.
KW - Early language
KW - Social inequality
KW - BONDS
KW - MoBa
UR - http://www.scopus.com/inward/record.url?scp=85127223354&partnerID=8YFLogxK
U2 - 10.1080/10888691.2022.2051510
DO - 10.1080/10888691.2022.2051510
M3 - Article
SN - 1088-8691
VL - 27
SP - 172
EP - 188
JO - Applied Developmental Science
JF - Applied Developmental Science
IS - 2
ER -