Courtenay Norbury|Debbie Gooch|Gillian Baird|Tony Charman|Emily Simonoff|Andrew Pickles
Younger children experience lower levels of language competence and academic progress in the first year of school: evidence from a population study
Royal Holloway University of London|Royal Holloway University of London|St Thomas' Hospital|King's College London|King's College London|King's College London
youngest children academic year reported educationally disadvantaged overrepresented referrals clinical services study investigate first time whether disadvantages indicative mismatch language competence school entry academic demands classroomwe recruited population sample 7267 children aged 4 years 9 months 5 years 10 months attending statemaintained reception classrooms surrey england teacher ratings childrens communication checklistshort cccs measure language competence strengths difficulties questionnairetotal difficulties score sdq measure behavioural problems early years foundation stage profile eyfsp measure academic attainment obtained end reception yearthe youngest children rated teachers language deficits behaviour problems poorer academic progress end school year language deficits highly associated behaviour problems adjusted odds ratio 870 95 ci 7251045 48 children teacherrated language deficits 13 cooccurring language behaviour difficulties obtained good level development eyfsp age predicted unique variance academic attainment 1 language competence largest associate academic achievement 19the youngest children starting school relatively immature language behaviour skills many yet ready meet academic social demands classroom population level developing oral language skills andor ensuring academic targets reflect developmental capacity could substantially reduce numbers children requiring specialist clinical services later years