Suchergebnisse

Over one third of all U.S. births are to unmarried women, many cohabiting with their baby's father. While nonmarital childbearing is concentrated among the less educated, in recent decades, its prevalence has increased among those with a high school degree or some college education. This article explores whether cohabitors with some postsecondary schooling challenge normative views regarding marriage as a prerequisite for childbearing. Data are from twenty-four in-depth interviews with childless cohabitors. The majority of respondents intending to have children consider marriage a necessary prerequisite; adherence to this particular sequence is firmest for those with strong aspirations for middle-class status and professional careers. Nonetheless, a considerable share does not view marriage as an imperative, either for parenting or as an end in itself.

This study analyzes the associations between marital status, gender, and depressive symptoms among parents. The regression results indicate that married parents report fewer traditional depressive symptoms and lower rates of alcohol abuse than do single parents. Mothers and fathers also appear to be more likely to exhibit different depressive symptoms: Mothers are more likely than fathers to report traditional depressive symptoms and fathers are more likely to report the abuse of alcohol. Finally, we find evidence that indicators of parenting burdens such as economic strain, household labor, childcare, social support, and religious involvement mediate and moderate these relationships.

The authors examine whether young adults who experienced their parents' divorce and new relationships have different relationship trajectories than those who spent their childhoods living with biological parents in married-couple families. The analysis is based on longitudinal reports from more than 1,500 children from Wave 1 of the 1987-1988 National Survey of Families and Households who were ages 18 to 34 at Wave 3 (in 2001-2002). The results suggest that parents' intimate relationships serve as templates for their children. Children of divorce had elevated rates of cohabitation as adults, relative to marriage. But union outcomes were not uniform for all children who experienced parental divorce. Those whose parents cohabited following divorce exhibited elevated odds of cohabiting themselves, compared to young adults whose parents remarried without first cohabiting or remained in stable marriages. Parental cohabitation also undermines relationship quality and stability among married or dating young adults.

AbstractIt is well established that speech, language and phonological skills are closely associated with literacy, and that children with a family risk of dyslexia (FRD) tend to show deficits in each of these areas in the preschool years. This paper examines what the relationships are between FRD and these skills, and whether deficits in speech, language and phonological processing fully account for the increased risk of dyslexia in children with FRD. One hundred and fifty‐three 4–6‐year‐old children, 44 of whom had FRD, completed a battery of speech, language, phonology and literacy tasks. Word reading and spelling were retested 6 months later, and text reading accuracy and reading comprehension were tested 3 years later. The children with FRD were at increased risk of developing difficulties in reading accuracy, but not reading comprehension. Four groups were compared: good and poor readers with and without FRD. In most cases good readers outperformed poor readers regardless of family history, but there was an effect of family history on naming and nonword repetition regardless of literacy outcome, suggesting a role for speech production skills as an endophenotype of dyslexia. Phonological processing predicted spelling, while language predicted text reading accuracy and comprehension. FRD was a significant additional predictor of reading and spelling after controlling for speech production, language and phonological processing, suggesting that children with FRD show additional difficulties in literacy that cannot be fully explained in terms of their language and phonological skills.

In this article, we extend the propensity score method by matching on multiple groups. Using data from first wave (1987–1988) and third wave (2001–2003) of National Survey of Families and Households (NSFH), we match married individuals with no premarital cohabitation, single premarital cohabitation with the spouse, and serial premarital cohabitations, and apply Cox proportional hazards models to explore how premarital cohabitation history affects marital disruption. Our results indicate that both selection and causation help explain the relationship. The selection effect played a large role in 1987–88 when cohabitation was uncommon but disappeared in 2001–03 when cohabitation became prevalent. Postmatching results demonstrate that the causal effect of cohabitation on marital disruption was strong among serial cohabitors and weak among one-time cohabitors with the spouse. The imputation-based sensitivity analysis shows that our conclusion is robust even with the presence of unobserved characteristics that have a moderate association with cohabitation and marital disruption.

AbstractWe reconcile competing theories of the role of phonological memory in reading development, by uncovering their dynamic relationship during the first 5 years of school. Phonological memory, reading and phoneme awareness were assessed in 780 phonics‐educated children at age 4, 5, 6 and 9. Confirmatory factor analyses demonstrated that phonological memory loaded onto two factors: verbal short‐term memory (verbal STM; phonological tasks that loaded primarily on serial order memory) and nonword repetition. Using longitudinal structural equation models, we found that verbal STM directly predicted early word‐level reading from age 4 to 6, reflecting the importance of serial‐order memory for letter‐by‐letter decoding. In contrast, reading had no reciprocal influence on the development of verbal STM. The relationship between nonword repetition and reading was bidirectional across the 5 years of study: nonword repetition and reading predicted each other both directly and indirectly (via phoneme awareness). Indirect effects from nonword repetition (and verbal STM) to reading support the view that phonological memory stimulates phonemically detailed representations through repeated encoding of complex verbal stimuli. Similarly, the indirect influence of reading on nonword repetition suggests that improved reading ability promotes the phoneme‐level specificity of phonological representations. Finally, the direct influence from reading to nonword repetition suggests that better readers use orthographic cues to help them remember and repeat new words accurately. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=70LZfTR0BjE.