Early Vocabulary Development of Australian Indigenous Children: Identifying Strengths

Table 3

Intercorrelations between variables for English vocabulary analyses.

Variable	1	2	3	4	5	6	7	8	9	10	11	12
(1) W3 child English vocabulary	—
(2) Parent-child book reading	.26^†	—
(3) Number of children’s books	.29^†	.54^†	—
(4) Child gender	.09*	.05	.04	—
(5) Child ear/hearing problem	−.05	.08*	.07	−.03	—
(6) W3 child age	.26^†	.00	−.07	.02	.08*	—
(7) Primary carer age	.01	.11*	.22^†	.02	.02	.03	—
(8) Primary carer education	.12*	.20^†	.29^†	.01	.09*	.01	.21^†	—
(9) Primary carer speaks English	.16^†	.04	.11*	−.01	.02	.03	−.01	−.03	—
(10) Number of children in home	−.04	−.06	−.08	−.03	.00	.04	.20^†	−.13*	.01	—
(11) Family income	.21^†	.34^†	.50^†	−.02	.09*	−.07	.20^†	.36^†	.08*	−.03	—
(12) Level of relative isolation	−.27^†	−.33^†	−.56^†	−.06	.01	.13*	−.10*	−.15^†	−.32^†	.11*	−.33^†	—

^∗𝑃<.05, ^†𝑃<.001, 𝑁=573.