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  • Title: Associations of language-based bedtime routines with early cognitive skills and academic achievement: A follow-up from kindergarten to middle school.
    Author: Câmara-Costa H, Pulgar S, Cusin F, Labrell F, Dellatolas G.
    Journal: Br J Dev Psychol; 2021 Nov; 39(4):521-539. PubMed ID: 33950549.
    Abstract:
    OBJECTIVE: This study aimed to investigate the extent to which language-based bedtime routines (LBR) reported by parents before kindergarten were associated with early cognitive skills at kindergarten and subsequent academic achievement in typically developing children. METHOD: We followed a community-based sample of 664 French-speaking adolescents from kindergarten (5-6 years) to the end of middle school (15 years). Kindergarten measures included a parental questionnaire aimed at assessing the presence or absence of any kind of LBR, such as storytelling, looking at children's books, reading a story, listening to songs, or singing nursery rhymes, as well as family contextual characteristics. Children also performed standardized assessments of oral language, pre-reading skills, and non-verbal reasoning. In middle school, children sat a national diploma typically used as an indicator of general academic achievement in Grade 9. RESULTS: After adjusting for family characteristics, the presence of language-based bedtime routines (57%) predicted cognitive-academic skills in kindergarten, and was positively associated with academic achievement at Grade 9, related to the beneficial effect on children's vocabulary in kindergarten. CONCLUSION: The presence of language-based bedtime routines may provide an indicator of positive parental behaviour including exposure to literacy activities, contributing to children's early cognitive development and subsequent academic achievement.
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