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Children with Persistent versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School
- Source :
-
Journal of Speech, Language, and Hearing Research . Nov 2020 63(11):3760-3774. - Publication Year :
- 2020
-
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.
Details
- Language :
- English
- ISSN :
- 1092-4388
- Volume :
- 63
- Issue :
- 11
- Database :
- ERIC
- Journal :
- Journal of Speech, Language, and Hearing Research
- Publication Type :
- Academic Journal
- Accession number :
- EJ1281075
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1044/2020_JSLHR-20-00230