The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children Purpose The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland. Method Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 ... Research Article
Research Article  |   February 2016
The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children
 
Author Affiliations & Notes
  • Jóhanna T. Einarsdóttir
    University of Iceland, Reykjavík
  • Amalía Björnsdóttir
    University of Iceland, Reykjavík
  • Ingibjörg Símonardóttir
    University of Iceland, Reykjavík
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Jóhanna T. Einarsdóttir: jeinars@hi.is
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Carol Miller
    Associate Editor: Carol Miller×
  • Copyright © 2016 American Speech-Language-Hearing Association
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Research Articles
Research Article   |   February 2016
The Predictive Value of Preschool Language Assessments on Academic Achievement: A 10-Year Longitudinal Study of Icelandic Children
American Journal of Speech-Language Pathology, February 2016, Vol. 25, 67-79. doi:10.1044/2015_AJSLP-14-0184
History: Received October 23, 2014 , Revised May 18, 2015 , Accepted October 5, 2015
 
American Journal of Speech-Language Pathology, February 2016, Vol. 25, 67-79. doi:10.1044/2015_AJSLP-14-0184
History: Received October 23, 2014; Revised May 18, 2015; Accepted October 5, 2015
Acknowledgments
The initial study was supported by the Icelandic Research Fund. Special thanks are offered to all the participants who contributed their time for this study and to Kirsten Howells for her helpful comments on the text.

Purpose The purpose of this study was to investigate the relationship between language knowledge at 5 years of age and later academic achievement throughout compulsory school in Iceland.

Method Between 1997 and 1998, 267 Icelandic preschool children aged from 5;4 (years;months) to 5;10 were tested with the HLJÓM-2 (an Icelandic test of phonological awareness; Símonardóttir, Einarsdóttir, & Björnsdóttir, 2002) and the Icelandic version of the Test of Language Development—Primary: Second Edition (TOLD-2P; oral comprehension tasks; Símonardóttir, Guðmundsson, Skúlason, & Pétursdóttir, 1995). In 2011 these individuals, now aged 18–19 years, were contacted again. Of the original 267 participants, 221 (83%) gave permission to link their results from the preschool language assessments with their performance on national tests in 4th, 7th, and 10th grades.

Results The results showed strong correlation between phonological awareness (as measured by the HLJÓM-2) and academic achievement (Icelandic and mathematics) in 4th, 7th, and 10th grades. There was also a significant but lower correlation with oral comprehension skills, as measured with the TOLD-2P. Regression analysis showed that the preschool oral-language assessments in phonological awareness and oral comprehension explained between 35% and 43% of variability in scores on national tests in Icelandic and between 20% and 39% of variability in scores in mathematics.

Conclusion Preschool language knowledge is a reliable predictor of later academic achievement.

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