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Lookup NU author(s): Tom King,
Professor Cristina McKeanORCiD,
Professor Sheena Reilly,
Professor James LawORCiD
This is the final published version of an article that has been published in its final definitive form by Wayne State University Press, 2017.
For re-use rights please refer to the publisher's terms and conditions.
Maternal education captured at a single time point is commonly employed as apredictor of a child’s cognitive development. In this article, we ask what bear- ing the acquisition of additional qualifications has upon reading performance in middle childhood. This was a secondary analysis of the United Kingdom’s Millennium Cohort Study, a cohort of 18,000 children born in 2000. Our out- come variable was Single-Word Reading from the British Abilities Scales at 7 years. Predictors included maternal age and education, relative poverty, and parity. Increasing maternal education over time was associated with improved child outcomes, with a 2-month developmental advantage for children whose mothers had increased education over those whose mothers had not. Parity was important but conditional on this, and there was no evidence of child attainment reducing for the children of older mothers. A time-varying education-level model is consistent with an input-quality mechanism for language development.
Author(s): King T, McKean C, Rush R, Westrupp E, Mensah FK, Reilly S, Law J
Publication type: Article
Publication status: Published
Journal: Merrill-Palmer Quarterly
Print publication date: 01/04/2017
Acceptance date: 01/04/2016
Date deposited: 04/04/2016
ISSN (print): 0272-930X
ISSN (electronic): 1535-0266
Publisher: Wayne State University Press