Table 2.
Child Language Measures by Skill Group: Descriptive Statistics and Pair-wise Variance Covariance Matrix
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
|---|---|---|---|---|---|---|---|---|---|---|
| 15 months | ||||||||||
| 1. CDI Comprehension | 1.00/1.00 | .43 | .35 | .29 | .19 | .09 | .00 | −.02 | −.01 | .11 |
| 2. CDI Production | .46 | 1.02/1.02 | .38 | .47 | .48 | .17 | −.05 | −.06 | −.08 | .03 |
| 3. CDI Early Gestures | .46 | .30 | 1.00/1.00 | .23 | .11 | .11 | −.01 | −.04 | −.12 | .04 |
| 25 months | ||||||||||
| 4. CDI Production | .37 | .31 | .38 | 1.00/1.00 | .68 | .33 | .30 | .13 | .05 | .11 |
| 5. CDI Sentence Complexity | .41 | .25 | .34 | .57 | 1.00/1.00 | .31 | .24 | .05 | .01 | −.01 |
| 6. Bayley Language Factor | .28 | .30 | .21 | .45 | .43 | 1.01/1.00 | .09 | −.01 | .02 | .03 |
| 5 Years | ||||||||||
| 7. PPVT-III | .06 | .12 | .10 | .33 | .19 | .45 | 1.01/1.00 | .27 | .48 | .27 |
| 8. WJ Letter-Word Identification | .09 | .05 | −.02 | .16 | .06 | .08 | .32 | 1.01/1.00 | .24 | .25 |
| 11Years | ||||||||||
| 9. PPVT-III | .22 | .05 | .16 | .46 | .30 | .25 | .31 | .08 | 1.01/1.00 | .52 |
| 10. ECLS-K Language/Literacy | .09 | .01 | .04 | .26 | .31 | .10 | .29 | .32 | .40 | 1.00/1.00 |
|
| ||||||||||
| M | ||||||||||
| Low skill | 47.13 | 10.81 | 14.22 | 48.45 | 6.86 | 6.01 | 77.23 | 84.40 | 74.76 | 94.01 |
| Average-to-high skill | 51.18 | 14.32 | 14.48 | 66.40 | 12.38 | 9.62 | 105.88 | 98.44 | 113.27 | 160.81 |
| SD | ||||||||||
| Low skill | 18.83 | 11.48 | 2.01 | 21.96 | 8.37 | 3.38 | 11.65 | 13.22 | 7.26 | 21.95 |
| Average-to-high skill | 17.01 | 12.37 | 1.92 | 19.93 | 9.00 | 2.17 | 11.65 | 12.43 | 8.36 | 8.58 |
| Range | ||||||||||
| Low skill group | 2–89 | 0–57 | 8–18 | 1–100 | 0–37 | 0–12 | 40–103 | 46–114 | 40–84 | 31.51–122.38 |
| Average-to-high skill | 14–89 | 0–64 | 8–18 | 13–100 | 0–37 | 0–12 | 73–135 | 68–133 | 100–138 | 143.48–180.65 |
| Effect size for mean comparisons | .01 | .04 | .01 | .17 | .12 | .32 | .60 | .23 | .86 | .88 |
Note. Covariances shown below the diagonal were from children of low language skill; those above the diagonal were from children of average-to-high language skill. Variances shown before the slash are from children of low language skill; those after the slash are from children of average-to-high language skill. All variables are scaled by constants so that variables’ variances were ≈1.
Reported effect size is partial eta squared; values of .01, .06, and .14 are considered small, medium, and large effect sizes, respectively (Cohen, 1988).