Children with Persistent versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School

Autor/inn/en	Matte-Landry, Alexandra; Boivin, Michel; Tanguay-Garneau, Laurence; Mimeau, Catherine; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E.; Dionne, Ginette
Titel	Children with Persistent versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 11, S.3760-3774 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matte-Landry, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Language Impairments; Preschool Children; Developmental Delays; Academic Ability; Academic Achievement; Psychological Patterns; Elementary School Students; Twins; Kindergarten; Grade 1; Grade 3; Grade 4; Grade 6; Language Skills; Behavior Problems; Peer Relationship; Student Adjustment; Foreign Countries; Canada; MacArthur Communicative Development Inventory; Peabody Picture Vocabulary Test; Developmental Indicators for the Assessment Learning; Wechsler Intelligence Scale for Children; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsverzögerung; Schulleistung; Twin; Zwilling; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Language skill; Sprachkompetenz; Peer-Beziehungen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Kanada
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. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01