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    Rights statement: This is the peer reviewed version of the following article: Language and Reading Research Consortium (2015), The Dimensionality of Language Ability in Young Children. Child Development, 86: 1948–1965. doi: 10.1111/cdev.12450 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/cdev.12450/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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The dimensionality of language ability in young children

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The dimensionality of language ability in young children. / Language and Reading Research Consortium.
In: Child Development, Vol. 86, No. 6, 11.2015, p. 1948-1965.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Language and Reading Research Consortium 2015, 'The dimensionality of language ability in young children', Child Development, vol. 86, no. 6, pp. 1948-1965. https://doi.org/10.1111/cdev.12450

APA

Language and Reading Research Consortium (2015). The dimensionality of language ability in young children. Child Development, 86(6), 1948-1965. https://doi.org/10.1111/cdev.12450

Vancouver

Language and Reading Research Consortium. The dimensionality of language ability in young children. Child Development. 2015 Nov;86(6):1948-1965. Epub 2015 Oct 28. doi: 10.1111/cdev.12450

Author

Language and Reading Research Consortium. / The dimensionality of language ability in young children. In: Child Development. 2015 ; Vol. 86, No. 6. pp. 1948-1965.

Bibtex

@article{31c9d04a6ac8497a920caddc0c0356d6,
title = "The dimensionality of language ability in young children",
abstract = "The purpose of this study was to empirically examine the dimensionality of language ability for young children (4 to 8 years) from pre-kindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represents an additional source of variance in language ability. Results demonstrated emergent dimensionality of language across development with distinct factors of vocabulary, grammar, and discourse skills by third grade, confirming that discourse skills are an important source of variance in children{\textquoteright}s language ability and represent an important additional dimension to be accounted for in studying growth in language skills over the course of childhood.",
author = "Kate Cain and {Language and Reading Research Consortium}",
note = "This is the peer reviewed version of the following article: Language and Reading Research Consortium (2015), The Dimensionality of Language Ability in Young Children. Child Development, 86: 1948–1965. doi: 10.1111/cdev.12450 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/cdev.12450/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving. ",
year = "2015",
month = nov,
doi = "10.1111/cdev.12450",
language = "English",
volume = "86",
pages = "1948--1965",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "6",

}

RIS

TY - JOUR

T1 - The dimensionality of language ability in young children

AU - Cain, Kate

AU - Language and Reading Research Consortium

N1 - This is the peer reviewed version of the following article: Language and Reading Research Consortium (2015), The Dimensionality of Language Ability in Young Children. Child Development, 86: 1948–1965. doi: 10.1111/cdev.12450 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/cdev.12450/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2015/11

Y1 - 2015/11

N2 - The purpose of this study was to empirically examine the dimensionality of language ability for young children (4 to 8 years) from pre-kindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represents an additional source of variance in language ability. Results demonstrated emergent dimensionality of language across development with distinct factors of vocabulary, grammar, and discourse skills by third grade, confirming that discourse skills are an important source of variance in children’s language ability and represent an important additional dimension to be accounted for in studying growth in language skills over the course of childhood.

AB - The purpose of this study was to empirically examine the dimensionality of language ability for young children (4 to 8 years) from pre-kindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represents an additional source of variance in language ability. Results demonstrated emergent dimensionality of language across development with distinct factors of vocabulary, grammar, and discourse skills by third grade, confirming that discourse skills are an important source of variance in children’s language ability and represent an important additional dimension to be accounted for in studying growth in language skills over the course of childhood.

U2 - 10.1111/cdev.12450

DO - 10.1111/cdev.12450

M3 - Journal article

VL - 86

SP - 1948

EP - 1965

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 6

ER -