Abstract: Maternal education captured at a single time point is commonly employed as a predictor of a child’s cognitive development. In this article, we ask what bearing the acquisition of additional qualifications has upon reading performance in middle childhood. This was a secondary analysis of the United Kingdom’s Millennium Cohort Study, a cohort of 18,000 children born in 2000. Our outcome variable was Single-Word Reading from the British Abilities Scales at 7 years. Predictors included maternal age and education, relative poverty, and parity. Increasing maternal education over time was associated with improved child outcomes, with a 2-month developmental advantage for children whose mothers had increased education over those whose mothers had not. Parity was important but conditional on this, and there was no evidence of child attainment reducing for the children of older mothers. A time-varying education-level model is consistent with an input-quality mechanism for language development.

中文翻译：

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产妇教育的获得及其与中儿童单字阅读的关系：对千年队列研究的分析

摘要：在单个时间点捕获的孕产妇教育通常被用作预测儿童认知能力的指标。在本文中，我们将询问获得额外资格对中年儿童的阅读表现有什么影响。这是对英国千禧年队列研究的次要分析，该队列研究了2000年出生的18,000名儿童。我们的结果变量是英国能力调查7年时的单字阅读。预测因素包括产妇年龄和受教育程度，相对贫困和均等。随着时间的推移，孕产妇教育的增加与儿童结局的改善有关，与母亲相比，母亲接受过教育的孩子获得了两个月的发展优势。奇偶校验很重要，但这是有条件的，没有证据表明年龄较大的母亲的子女的子女受教育程度下降。时变教育水平模型与语言发展的输入质量机制相一致。