Age 17 Language and Reading Outcomes in Late-Talking Toddlers: Support for a Dimensional Perspective on Language Delay.
Saved in:
| Title: | Age 17 Language and Reading Outcomes in Late-Talking Toddlers: Support for a Dimensional Perspective on Language Delay. |
|---|---|
| Authors: | Rescorla, Leslie1 lrescorl@brynmawr.edu |
| Source: | Journal of Speech, Language & Hearing Research. Feb2009, Vol. 52 Issue 1, p16-30. 15p. 6 Charts. |
| Subject Terms: | *Delayed speech, *Reading, *Teenagers, *Child development research, Toddlers development, Communicative competence in children |
| Abstract: | Purpose: This study examined whether late talkers identified at 24-31 months continued to have weaker language and reading skills at 17 years of age than typically developing peers. Method: Language and reading outcomes at 17 years of age were examined in 26 children identified as late talkers with normal nonverbal ability and normal receptive language at intake and in 23 typically developing children matched at intake on age, socioeconomic status (SES), and nonverbal ability. Results: Although late talkers performed in the average range on all language and reading tasks at 17 years of age, they obtained significantly lower Vocabulary/ Grammar and Verbal Memory factor scores than SES-matched peers. The age 17 Vocabulary/Grammar factor had large correlations with the age 17 Verbal Memory and Reading/Writing factors. The age 17 Vocabulary/Grammar and Reading/ Writing factors were strongly predicted by comparable factors at 13 years of age. Age 2 Language Development Survey ( L. Rescorla, 1989) vocabulary score explained 17% of the variance in the age 17 Vocabulary/Grammar and Verbal Memory factors. Conclusions: Results suggest that slow language development at 24-31 months is associated with a weakness in language-related skills into adolescence relative to skills manifested by typically developing peers--findings that are consistent with a dimensional perspective on language delay. [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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 36291916 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Age 17 Language and Reading Outcomes in Late-Talking Toddlers: Support for a Dimensional Perspective on Language Delay. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rescorla%2C+Leslie%22">Rescorla, Leslie</searchLink><relatesTo>1</relatesTo><i> lrescorl@brynmawr.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Feb2009, Vol. 52 Issue 1, p16-30. 15p. 6 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Delayed+speech%22">Delayed speech</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Teenagers%22">Teenagers</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development+research%22">Child development research</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers+development%22">Toddlers development</searchLink><br /><searchLink fieldCode="DE" term="%22Communicative+competence+in+children%22">Communicative competence in children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This study examined whether late talkers identified at 24-31 months continued to have weaker language and reading skills at 17 years of age than typically developing peers. Method: Language and reading outcomes at 17 years of age were examined in 26 children identified as late talkers with normal nonverbal ability and normal receptive language at intake and in 23 typically developing children matched at intake on age, socioeconomic status (SES), and nonverbal ability. Results: Although late talkers performed in the average range on all language and reading tasks at 17 years of age, they obtained significantly lower Vocabulary/ Grammar and Verbal Memory factor scores than SES-matched peers. The age 17 Vocabulary/Grammar factor had large correlations with the age 17 Verbal Memory and Reading/Writing factors. The age 17 Vocabulary/Grammar and Reading/ Writing factors were strongly predicted by comparable factors at 13 years of age. Age 2 Language Development Survey ( L. Rescorla, 1989) vocabulary score explained 17% of the variance in the age 17 Vocabulary/Grammar and Verbal Memory factors. Conclusions: Results suggest that slow language development at 24-31 months is associated with a weakness in language-related skills into adolescence relative to skills manifested by typically developing peers--findings that are consistent with a dimensional perspective on language delay. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: 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=36291916 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/1092-4388(2008/07-0171) Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 16 Subjects: – SubjectFull: Delayed speech Type: general – SubjectFull: Reading Type: general – SubjectFull: Teenagers Type: general – SubjectFull: Child development research Type: general – SubjectFull: Toddlers development Type: general – SubjectFull: Communicative competence in children Type: general Titles: – TitleFull: Age 17 Language and Reading Outcomes in Late-Talking Toddlers: Support for a Dimensional Perspective on Language Delay. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rescorla, Leslie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 52 – Type: issue Value: 1 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
| ResultId | 1 |
