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Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences.

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Title: Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences.
Authors: Hammer, Carol Scheffner1 carol.hammer@tc.columbia.edu, Morgan, Paul2, Farkas, George3, Hillemeier, Marianne2, Bitetti, Dana4,5, Maczuga, Steve2
Source: Journal of Speech, Language & Hearing Research. Mar2017, Vol. 60 Issue 3, p607-626. 20p. 7 Charts.
Subject Terms: *Delayed speech, *Language disorders, *Readiness for school, *Language acquisition, *Longitudinal method, *Parenting, *Schools, *Vocabulary, Vocabulary ability testing, Socioeconomic factors, Disease risk factors, Psychology, Cross-cultural studies, Factitious disorders, Social classes
Abstract: Purpose: This study was designed to (a) identify sociodemographic, pregnancy and birth, family health, and parenting and child care risk factors for being a late talker at 24 months of age; (b) determine whether late talkers continue to have low vocabulary at 48 months; and (c) investigate whether being a late talker plays a unique role in children's school readiness at 60 months. Method: We analyzed data from the Early Childhood Longitudinal Study, a population-based sample of 9,600 children. Data were gathered when the children were 9, 24, 48, and 60 months old. Results: The risk of being a late talker at 24 months was significantly associated with being a boy, lower socioeconomic status, being a nonsingleton, older maternal age at birth, moderately low birth weight, lower quality parenting, receipt of day care for less than 10 hr/week, and attention problems. Being a late talker increased children's risk of having low vocabulary at 48 months and low school readiness at 60 months. Family socioeconomic status had the largest and most profound effect on children's school readiness. Conclusions: Limited vocabulary knowledge at 24 and 48 months is uniquely predictive of later school readiness. Young children with low vocabularies require additional supports prior to school entry. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Late Talkers: A Population-Based Study of Risk Factors and School Readiness Consequences.
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  Data: <searchLink fieldCode="AR" term="%22Hammer%2C+Carol+Scheffner%22">Hammer, Carol Scheffner</searchLink><relatesTo>1</relatesTo><i> carol.hammer@tc.columbia.edu</i><br /><searchLink fieldCode="AR" term="%22Morgan%2C+Paul%22">Morgan, Paul</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Farkas%2C+George%22">Farkas, George</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hillemeier%2C+Marianne%22">Hillemeier, Marianne</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Bitetti%2C+Dana%22">Bitetti, Dana</searchLink><relatesTo>4,5</relatesTo><br /><searchLink fieldCode="AR" term="%22Maczuga%2C+Steve%22">Maczuga, Steve</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Mar2017, Vol. 60 Issue 3, p607-626. 20p. 7 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Delayed+speech%22">Delayed speech</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+ability+testing%22">Vocabulary ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+risk+factors%22">Disease risk factors</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+studies%22">Cross-cultural studies</searchLink><br /><searchLink fieldCode="DE" term="%22Factitious+disorders%22">Factitious disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Social+classes%22">Social classes</searchLink>
– Name: Abstract
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  Data: Purpose: This study was designed to (a) identify sociodemographic, pregnancy and birth, family health, and parenting and child care risk factors for being a late talker at 24 months of age; (b) determine whether late talkers continue to have low vocabulary at 48 months; and (c) investigate whether being a late talker plays a unique role in children's school readiness at 60 months. Method: We analyzed data from the Early Childhood Longitudinal Study, a population-based sample of 9,600 children. Data were gathered when the children were 9, 24, 48, and 60 months old. Results: The risk of being a late talker at 24 months was significantly associated with being a boy, lower socioeconomic status, being a nonsingleton, older maternal age at birth, moderately low birth weight, lower quality parenting, receipt of day care for less than 10 hr/week, and attention problems. Being a late talker increased children's risk of having low vocabulary at 48 months and low school readiness at 60 months. Family socioeconomic status had the largest and most profound effect on children's school readiness. Conclusions: Limited vocabulary knowledge at 24 and 48 months is uniquely predictive of later school readiness. Young children with low vocabularies require additional supports prior to school entry. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=121778220
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        Value: 10.1044/2016_JSLHR-L-15-0417
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      – Code: eng
        Text: English
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      – SubjectFull: Delayed speech
        Type: general
      – SubjectFull: Language disorders
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      – SubjectFull: Readiness for school
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