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| Formato: | Artículo Open Access |
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Wiley
2026
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| Acceso en línea: | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.70117 |
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| _version_ | 1867014312131821568 |
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| author | Emma Thornton Danielle Matthews Praveetha Patalay Colin Bannard |
| author_facet | Emma Thornton Danielle Matthews Praveetha Patalay Colin Bannard Emma Thornton Danielle Matthews Praveetha Patalay Colin Bannard |
| collection | Wiley Open Access |
| contents | Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances Emma Thornton Danielle Matthews Praveetha Patalay Colin Bannard Journal of Child Psychology and Psychiatry Background In a purely meritocratic society, educational outcomes would reflect ability and only ability. Vocabulary size is a common measure of cognitive ability that predicts educational outcomes but is confounded with socioeconomic circumstances (SEC). Methods In preregistered analyses of the nationally representative UK Millennium Cohort Study data ( N = 15,576), we used a series of multiple linear and logistic regression analyses to investigate the predictive value of age‐5 vocabulary for age‐16 educational outcomes and assess whether socioeconomic circumstance moderated this relation. Results We show that age‐5 vocabulary strongly predicted age‐16 educational attainment, even after adjusting for both SEC and caregiver vocabulary (OR = 1.62, 95% CIs = [1.52; 1.72]; β = .22, 95% CIs = [0.19; 0.24]). SEC also predicts educational attainment (OR = 2.05, 95% CIs = [1.92; 2.19]), and modifies the association between vocabulary and educational attainment, whereby a larger vocabulary was most advantageous for those in middle SEC groups (interaction term OR = 1.09 [1.03; 1.15]). Conclusions Early child vocabulary is a strong predictor of children's educational outcomes – even when controlling for proxy measures of the home environment and genetics. Nonetheless, children who enter school with strong vocabulary skills but disadvantaged socioeconomic circumstances still have only about a 50/50 chance of gaining gateway qualifications at age 16. 10.1111/jcpp.70117 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1111/jcpp.70117 |
| format | Artículo Open Access |
| id | wiley_oa_10_1111_jcpp_70117 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2026 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances Emma Thornton Danielle Matthews Praveetha Patalay Colin Bannard Journal of Child Psychology and Psychiatry Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances Emma Thornton Danielle Matthews Praveetha Patalay Colin Bannard Journal of Child Psychology and Psychiatry Background In a purely meritocratic society, educational outcomes would reflect ability and only ability. Vocabulary size is a common measure of cognitive ability that predicts educational outcomes but is confounded with socioeconomic circumstances (SEC). Methods In preregistered analyses of the nationally representative UK Millennium Cohort Study data ( N = 15,576), we used a series of multiple linear and logistic regression analyses to investigate the predictive value of age‐5 vocabulary for age‐16 educational outcomes and assess whether socioeconomic circumstance moderated this relation. Results We show that age‐5 vocabulary strongly predicted age‐16 educational attainment, even after adjusting for both SEC and caregiver vocabulary (OR = 1.62, 95% CIs = [1.52; 1.72]; β = .22, 95% CIs = [0.19; 0.24]). SEC also predicts educational attainment (OR = 2.05, 95% CIs = [1.92; 2.19]), and modifies the association between vocabulary and educational attainment, whereby a larger vocabulary was most advantageous for those in middle SEC groups (interaction term OR = 1.09 [1.03; 1.15]). Conclusions Early child vocabulary is a strong predictor of children's educational outcomes – even when controlling for proxy measures of the home environment and genetics. Nonetheless, children who enter school with strong vocabulary skills but disadvantaged socioeconomic circumstances still have only about a 50/50 chance of gaining gateway qualifications at age 16. 10.1111/jcpp.70117 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances |
| topic | Journal of Child Psychology and Psychiatry |
| url | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.70117 |