@article{ref1,
title="Vocabulary development and trajectories of behavioral and emotional difficulties via academic ability and peer problems",
journal="Child development",
year="2019",
author="Westrupp, Elizabeth M. and Reilly, Sheena and McKean, Cristina and Law, James and Mensah, Fiona and Nicholson, Jan M.",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="This study investigates associations between trajectories of children's vocabulary development and subsequent behavioral and emotional difficulties via two potential mediating mechanisms; literacy and peer problems. Nationally representative data from 4,983 Australian children were used to examine trajectories of receptive vocabulary (4-5, 6-7, and 8-9 years) and hyperactivity-inattention, conduct problems and emotional symptoms (8-9, 10-11, 12-13, 14-15 years), and literacy and peer problems (8-9 years). Lower growth in vocabulary was related to trajectories of hyperactivity-inattention, conduct problems, and emotional symptoms. Literacy was a key mediator explaining these associations. <br><br>RESULTS were consistent for children below the 50th percentile for vocabulary at 4-5 years compared to the full sample. These findings suggest that early literacy-based interventions may alleviate declining academic, emotional and behavioral functioning in adolescence.<br><br>© 2019 Society for Research in Child Development.<p /> <p>Language: en</p>",
language="en",
issn="0009-3920",
doi="10.1111/cdev.13219",
url="http://dx.doi.org/10.1111/cdev.13219"
}