1. Children With Persistent Versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School.
- Author
-
Matte-Landry, Alexandra, Boivin, Michel, Tanguay-Garneau, Laurence, Mimeau, Catherine, Brendgen, Mara, Vitaro, Frank, Tremblay, Richard E., and Dionne, Ginette
- Subjects
- *
ACADEMIC achievement , *COMPARATIVE studies , *ELEMENTARY schools , *LANGUAGE & languages , *LANGUAGE acquisition , *LANGUAGE disorders , *HEALTH outcome assessment , *PSYCHOLOGY of the sick , *CHILDREN - Abstract
Purpose: The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method: Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results: Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion: Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF