Research on a small budget: Free longitudinal data

One of the largest costs of undertaking research is data collection. The Australian Government’s Department of Social Services has been collecting longitudinal data on thousands of Australians for many years. While a lot of the data are numerical, requiring quantitative techniques, they also collect textual data that can be analysed using qualitative techniques. Data sets for up to 10,000 people  (adults or children) are available for free. Here is information from their website (https://www.dss.gov.au/about-the-department/national-centre-for-longitudinal-data):

The NCLD provides access to new release of data for our four longitudinal studies through the Australian Data Archive Dataverse(link is external) platform. Dataverse provides no cost data access and allows authorised data users to download the datasets to their password-protected PC, secure network or approved cloud.
All four NCLD studies are now available on Dataverse:

• Household, Income and Labour Dynamics in Australia (HILDA) Survey is available at https://dataverse.ada.edu.au/dataverse/hilda
• Growing up in Australia: The Longitudinal Study of Australian Children (LSAC) is available at https://dataverse.ada.edu.au/dataverse/lsac
• Footprints in Time: The Longitudinal Study of Indigenous Children (LSIC) is available at https://dataverse.ada.edu.au/dataverse/lsic
• Building a New Life in Australia (BNLA): The Longitudinal Study of Humanitarian Migrants is available at https://dataverse.ada.edu.au/dataverse/bnla 

Additionally, the Australian Government provides access to national census data.

Researchers from CSU's FOAE who have been publishing research using these studies include: Amy Macdonald, Graham Daniel, Sharynne McLeod, Audrey Wang, Michelle Brown and our HDR students and colleagues. Here are some of our papers:

1. Blake, H. L., Bennetts Kneebone, L., & McLeod, S. (2017). The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. International Journal of Bilingual Education and Bilingualism, Advance online publication. doi:10.1080/13670050.2017.1294557
2. Blake, H. L., McLeod, S., Verdon, S., & Fuller, G. (2018). The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses. International Journal of Speech-Language Pathology, 20(2), 202-215. doi:10.1080/17549507.2016.1229031
3. Brown, M. I., Wang, C., & McLeod, S. (2019). Reading with 1-2 year olds impacts later academic achievement at 8-11 years. Manuscript in submission.
4. Harrison, L. J., & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 53(2), 508-529. doi:10.1044/1092-4388(2009/08-0086
5. Harrison, L. J., McLeod, S., Berthelsen, D., & Walker, S. (2009). Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech-Language Pathology, 11(5), 392-403. doi:10.1080/17549500903093749
6. McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. Journal of Speech, Language and Hearing Research, 54(5), 1328-1348. doi:10.1044/1092-4388(2011/10-0155
7. McLeod, S. (2011). Cultural and linguistic diversity in Australian 4- to 5-year-old children and their parents. ACQuiring Knowledge in Speech, Language, and Hearing, 13(3), 112-119.
8. McLeod, S., & Harrison, L. J. (2009). Epidemiology of speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 52(5), 1213-1229. doi:10.1044/1092-4388(2009/08-0085)
9. McLeod, S., & Verdon, S. (2015). Longitudinal patterns of language use, diversity, support, and competence. In Department of Social Services. (Ed.), Footprints in Time: The Longitudinal Study of Indigenous Children. Report from Wave 5 (pp. 66-70). Canberra, Australia: Commonwealth of Australia.
10. McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507-517. doi:10.1016/j.ecresq.2018.07.004
11. McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016). Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 53-66. doi:10.1016/j.ecresq.2015.08.005
12. McLeod, S., Verdon, S., & Bennetts Kneebone, L. (2014). Celebrating young Indigenous Australian children's speech and language competence. Early Childhood Research Quarterly, 29(2), 118-131. doi:10.1016/j.ecresq.2013.11.003
13. Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485-502. doi:10.1080/10888438.2018.1482901
14. Verdon, S., & McLeod, S. (2015). Indigenous language learning and maintenance among young Australian Aboriginal and Torres Strait Islander children. International Journal of Early Childhood, 47(1), 153-170. doi:10.1007/s13158-015-0131-3
15. Verdon, S., McLeod, S., & Winsler, A. (2014a). Linguistic diversity among Australian children in the first 5 years of life. Speech, Language and Hearing, 17(4), 196–203. doi:10.1179/2050572814Y.0000000038
16. Verdon, S., McLeod, S., & Winsler, A. (2014b). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29, 168-181. doi:10.1016/j.ecresq.2013.12.003
17. Wang, C., Harrison, L. J., McLeod, S., Walker, S., & Spilt, J. L. (2018). Can teacher–child relationships support human rights to freedom of opinion and expression, education and participation? International Journal of Speech-Language Pathology, 20(1), 133-141. doi:10.1080/17549507.2018.1408855

Publications using data from LSAC, LSIC, and BNLA

Our SLM team have published the following papers using data from the Australian Government Longitudinal Studies (CSU authors are in bold). It has been an amazing source of data to answer many fundamental questions about children's speech and language and has been used to inform policy and practice over the past decade.

1. LSAC, LSIC and BNLA studies

Book chapter

McLeod, S., McCormack, J., & Blake, H. L. (2019, in press December). Communication, participation and cohort studies. In J. Law, S. Reilly & C. McKean (Eds.). Handbook of language development in a social context. Cambridge, UK: Cambridge University Press.  

2. Longitudinal Study of Australian Children (LSAC)

Book chapter

Daniel, G., Wang, C., Murray, E., Harrison, L. J. (2017). School choice and parent involvement among Australian children starting school.  In S. Dockett., W. Griebel., & B. Perry (Eds). Families and Transition to School (pp. 131-143). Dordrecht: Springer.

Journal articles 

Daniel, G., & Wang, C. (2017). Inclusion and the practice of repeating Kindergarten in Australia. Australian Journal of Learning Difficulties, 22, 57-69. doi: 10.1080/19404158.2017.1367152  

Daniel, G., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168-177. doi: 10.1016/j.ecresq.2015.12.016  

Harrison, L. J. & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 53(2), 508-529.

Harrison, L. J., McLeod, S., Berthelsen, D., & Walker, S. (2009). Literacy, numeracy and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech-Language Pathology, 11(5), 392-403.

McCormack, J., Harrison, L. J., McLeod, S. & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. Journal of Speech, Language, and Hearing Research, 54(5), 1328-1348.  doi:10.1044/1092-4388(2011/10-0155)

McLeod, S. & Harrison, L. J. (2009). Epidemiology of speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 52(5), 1213-1229.

McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507-517. doi:10.1016/j.ecresq.2018.07.004 

McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016). Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 53-66. doi:10.1016/j.ecresq.2015.08.005

Shahaeian, A., Wang. C., Tucker-Drob, E., Geiger, V., Bus, A., & Harrison, L. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22, 485-502. doi: 10.1080/10888438.2018.1482901 

Wang, C., Harrison, L., McLeod, S., Walker, S., & Spilt, J. (2018). Can teacher-child relationships support human rights to freedom of opinion and expression, education, and participation? International Journal of Speech-Language Pathology, 20, 133-141. doi:10.1080/17549507.2018.1408855 

Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of School Psychology, 59, 1-11. doi:10.1016/j.jsp.2016.09.003  

Wang, C., Williams, K., Shahaeian, A., & Harrison, L. (2018). Early predictors of escalating internalizing problems across middle childhood. School Psychology Quarterly, 33, 200-212. doi:10.1037/spq0000218   

3. Longitudinal Study of Indigenous Children (LSIC)

Journal articles

McLeod, S., Verdon, S., & Bennetts Kneebone, L. (2014). Celebrating young Indigenous Australian children’s speech and language competence. Early Childhood Research Quarterly, 29(2), 118-131. doi:10.1016/j.ecresq.2013.11.003

Verdon, S., & McLeod, S. (2015). Indigenous language learning and maintenance among young Australian Aboriginal and Torres Strait Islander children. International Journal of Early Childhood, 47(1), 153-170. doi:10.1007/s13158-015-0131-3

Verdon, S., McLeod, S., & Winsler, A. (2014b). Linguistic diversity among Australian children in the first five years of life. Speech, Language, and Hearing, 17(4), 196-203. doi:10.1179/2050572814Y.0000000038

Verdon, S., McLeod, S., & Winsler, A. (2014a). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29, 168-181. doi:10.1016/j.ecresq.2013.12.003

Government reports

McLeod, S. & Verdon, S. (2015). Longitudinal patterns of language use, diversity, support, and competence. In Department of Social Services (Ed.). Footprints in Time: Longitudinal Study of Indigenous Children Report from Wave 5 (pp. 66-70). Canberra, Australia: Commonwealth of Australia. ISBN: 978-1-925007-73-2

4. Building New Life in Australia (BLNA)

Blake, H. L., Bennetts Kneebone, L. & McLeod, S. (2019). The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. International Journal of Bilingual Education and Bilingualism, 22(6), 689-705, doi:10.1080/13670050.2017.1294557

Just published

The following manuscript has just been published with volume and page numbers (after being published online in February 2017). It forms part of Helen Blake's PhD.
Blake, H. L., Bennetts Kneebone, L., & McLeod, S. (2019). The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. International Journal of Bilingual Education and Bilingualism, 22(6), 689-705. doi:10.1080/13670050.2017.1294557

Free download (50 copies):
https://www.tandfonline.com/doi/full/10.1080/13670050.2017.1294557#.XT_QoEnsPlA.twitter

Here is my short summary for Twitter:

Oral English proficiency was the largest predictor of self-sufficiency (get a job, get help in emergency) (explaining 21% of variance) followed by age, gender, education, and time since arrival.

Here is the abstract

Key drivers for migrants’ social integration are education, employment, and skills in the dominant language of the settlement country. Data from Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants were used to examine migrants’ English proficiency and how oral English proficiency facilitated or hindered participation in activities that may help them become self-sufficient and settle. Participants were 2399 humanitarian migrants interviewed in the first wave of data collection (during 2013/14). Before arrival in Australia, 80.1% reported they spoke English not well or not at all. After arrival, oral English proficiency was a statistically significant predictor of self-sufficiency (knowing how to look for a job, get help in an emergency, etc.) explaining 21% of the variance while controlling for confounding variables such as age and education. After English proficiency, age (neither too young nor too old), gender (male), education (more than 12 years), and time since arrival (more than one year) were significant predictors of self-sufficiency. Identification of factors that predict self-sufficiency informs the understanding of people who provide support for humanitarian migrants. These findings indicate poor oral English skills may profoundly hinder humanitarian migrants’ ability to settle and highlight the importance of supporting migrants’ English learning.

Understanding children’s communication and educational needs using Australia’s longitudinal datasets

Today Linda Harrison, Audrey Wang and I presented an invited seminar at the Department of Social Services (DSS) in Canberra. The presentation was titled "Understanding children’s communication and educational needs using Australia’s longitudinal datasets". The audience included people from the National Centre for Longitudinal Data (DSS) and the Department of Prime Minister and Cabinet. The audience asked many questions and some asked for additional information following the presentation. It is great to see that our work is of relevance to members of the government who are responsible for developing policy.

Here is the abstract:

The Australian Government has funded research to create longitudinal datasets that provide valuable insights into children’s communication and educational needs:

• Growing up in Australia: Longitudinal Study of Australian Children (LSAC) 
• Footprints in Time: Longitudinal Study of Australian Children (LSIC) 

Researchers from Charles Sturt University have analysed these datasets, learning many valuable insights that have informed policy and practice. Insights to be profiled during the seminar, include:

• Indigenous Australian children spoke between one and eight languages including: English, Indigenous languages, creoles, foreign languages, and sign languages. Children who spoke an Indigenous language were more likely to live in moderate to extreme isolation. 
• Multilingualism did not contribute to poorer educational and social-emotional outcomes at school. 
• The main predictor of academic difficulties at school was concern about 4- to 5-year-old children’s speech and language (regardless of monolingual or multilingual status). 
• Children with speech and language problems in early childhood achieved significantly lower scores on every NAPLAN test (reading, writing, spelling, grammar and numeracy) at years 3, 5 and 7 compared to students without these problems. 
• Most children with speech and language problems had not seen a speech pathologist. 

The profiled research has been funded by Australian Research Council Discovery and Future Fellowship grants and Speech Pathology Australia. Insights from Australian Government’s longitudinal datasets have been profiled in the national media, published in high profile international academic journals, and used to inform government submissions including:

• Productivity Commission Inquiry into the Education Evidence Base (2016) 
• Senate Education and Employment References Committee into Inquiry into the current levels of access and attainment of students with disabilities (2015) 
• Senate Community Affairs References Committee into Prevalence of different types of speech, language and communication disorders and speech pathology in Australia (2014)

The effect of oral English proficiency on humanitarian migrants’ experiences of settling in Australia

The following manuscript has been accepted for publication.
Blake, H. L., Bennetts Kneebone, L. & McLeod, S. (2017, in press). The effect of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2017.1294557

It can be downloaded for free from here: http://www.tandfonline.com/eprint/SCMzCTEsAucbwEzRtjDi/full

Here is the abstract:

Key drivers for migrants’ social integration are education, employment, and skills in the dominant language of the settlement country. Data from Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants were used to examine migrants’ English proficiency and how oral English proficiency facilitated or hindered participation in activities that may help them become self-sufficient and settle. Participants were 2399 humanitarian migrants interviewed in the first wave of data collection (during 2013/14). Before arrival in Australia, 80.1% reported they spoke English not well or not at all. After arrival, oral English proficiency was a statistically significant predictor of self-sufficiency (knowing how to look for a job, get help in an emergency, etc.) explaining 21% of the variance while controlling for confounding variables such as age and education. After English proficiency, age (neither too young nor too old), gender (male), education (more than 12 years), and time since arrival (more than one year) were significant predictors of self-sufficiency. Identification of factors that predict self-sufficiency informs the understanding of people who provide support for humanitarian migrants. These findings indicate poor oral English skills may profoundly hinder humanitarian migrants’ ability to settle and highlight the importance of supporting migrants’ English learning.

Humanitarian migrants' English language proficiency and integration: "All is well and good but the problem is language"

The 14th Australian Institute of Family Studies (AIFS) Conference: Research to results: Using evidence to improve outcomes for families is being held in Melbourne this week. Helen Blake is presenting a paper titled "Humanitarian migrants' English language proficiency and integration: 'All is well and good but the problem is language'" during the conference. The paper is co-authored with myself and Laura Bennetts Kneebone. It uses data from the Building a new life in Australia: the Longitudinal Study of Humanitrian Migrants that is overseen by the National Centre for Longitudinal Data, Department of Social Services (DSS) www.dss.gov.au/ncld and the Australian Institute of Family Studies (AIFS). CSU has written a news release about the research here.  

Helen Blake and Laura Bennetts Kneebone

Building a New Life in Australia (BNLA) data analysis

This week Helen Blake and I are working with Laura Bennetts Kneebone at the Department of Social Services in Canberra. We are analysing data from the Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants. The first wave of the BNLA draws on data from 2399 respondents from 1509 households interviewed in 2013/14. We are considering the impact of English language proficiency on migrants’ settlement and participation in Australia. We have learned that our paper based on these data has been accepted for presentation at the Australian Institute of Family Studies conference in Melbourne in July.

Laura Bennetts Kneebone, Helen Blake, Sharynne