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. Author manuscript; available in PMC: 2016 Apr 1.
Published in final edited form as: J Exp Child Psychol. 2015 Jan 8;132:14–31. doi: 10.1016/j.jecp.2014.11.010

Figure 1.

Figure 1

Effects of parental responsiveness and inferential language input on children's T1 and T2 school readiness outcomes. Standardized path coefficients for significant and marginally significant (p < .10) paths are shown. Covariates (e.g., child age, gender, parental education, and intervention status) and residuals are not shown. Coefficients for covariances between residual terms for the outcome variables are as follows: T1 language and T1 literacy, β=.53, p<.001; T1 language and T1 math, β=.45, p<.001; T1 language and T1 emotion knowledge, β=.52, p<.001; T1 literacy and T1 math, β=.48, p<.001; T1 literacy and T1 emotion knowledge, β=.45, p<.001; T1 math and T1 emotion knowledge, β=.46, p<.001; T2 language and T2 literacy, β=.33, p<.001; T2 language and T2 math, β=.35, p<.001; T2 language and T2 emotion knowledge, β=.40, p<.001; T2 literacy and T2 math, β=.42, p<.001; T2 literacy and T2 emotion knowledge, β=.36, p<.001; T2 math and T2 emotion knowledge, β=.36, p<.001. Parental responsiveness and inferential language input were measured at T1.

+p<.10, *p<.05, **p<.01, ***p<.001