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Beyond Toddlerhood: Rates of Impairment, Strengths, and Challenges in the Communication Outcomes of Former Late Talkers

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Title: Beyond Toddlerhood: Rates of Impairment, Strengths, and Challenges in the Communication Outcomes of Former Late Talkers
Language: English
Authors: Heidi M. Mettler (ORCID 0000-0003-1305-908X), Cecilia R. Figueroa (ORCID 0000-0002-0181-217X), Kimberly Leon (ORCID 0009-0002-7486-5405), Mary Alt (ORCID 0000-0003-0642-4878)
Source: Journal of Speech, Language, and Hearing Research. 2026 69(2):679-705.
Availability: 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
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Sponsoring Agency: National Institute on Deafness and Other Communication Disorders (NIDCD) (DHHS/NIH)
Contract Number: R01DC015642
R01DC01564206A1S1
Document Type: Journal Articles
Reports - Research
Descriptors: Children, Delayed Speech, Child Development, Language Acquisition, Oral Language, Cognitive Ability, Cognitive Development, Literacy, Language Impairments, Learning Disabilities, Disability Identification, Screening Tests, Language Tests, Speech Tests, Correlation
Geographic Terms: Arizona
DOI: 10.1044/2025_JSLHR-25-00117
ISSN: 1092-4388
1558-9102
Abstract: Purpose: In this follow-up study, we examined outcomes of children previously identified as late talkers in toddlerhood. Our goals included determining the prevalence of language/literacy disorders in our sample and describing children's outcomes related to oral language, literacy, cognition, and speech. Method: We administered a battery of behavioral measures to 40 English-speaking children ages 3-10 years. We used psychometrically sound tests to identify language/literacy disorders and then compared children with a disorder to those without on our other measures. Results: Of the children we could test with confidence, 19 of 36 (52.8%) presented with a language/literacy disorder based on the Structured Photographic Expressive Language Test--Preschool, Second Edition or the Test of Integrated Language and Literacy Skills Identification Core Score. When we included children with substantially delayed or disordered speech, the total number of children with speech difficulties or a language/literacy impairment was 22 of 39 (56.4%). Bayesian independent-samples t tests showed compelling evidence that those without a language/literacy disorder outperformed those with a disorder on vocabulary, phonemic awareness, spelling, reading comprehension, reading fluency, articulation, and a working memory forward cognitive measure. There was no compelling evidence for group differences on listening comprehension, writing, nonverbal intelligence, and cognitive measures of attention and working memory backward. Conclusion: Using sound diagnostic tests, rates of language/literacy disorders in our sample of former late talkers were higher than past findings in the literature, highlighting the seriousness of late talking as a red flag for future difficulties in advanced oral language and literacy skills.
Abstractor: As Provided
Notes: https://doi.org/10.33009/ldbase.1765784037.f57d
Entry Date: 2026
Accession Number: EJ1497156
Database: ERIC
FullText Links:
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  Data: Beyond Toddlerhood: Rates of Impairment, Strengths, and Challenges in the Communication Outcomes of Former Late Talkers
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  Data: <searchLink fieldCode="AR" term="%22Heidi+M%2E+Mettler%22">Heidi M. Mettler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1305-908X">0000-0003-1305-908X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cecilia+R%2E+Figueroa%22">Cecilia R. Figueroa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0181-217X">0000-0002-0181-217X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kimberly+Leon%22">Kimberly Leon</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-7486-5405">0009-0002-7486-5405</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mary+Alt%22">Mary Alt</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0642-4878">0000-0003-0642-4878</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2026 69(2):679-705.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
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  Data: 10.1044/2025_JSLHR-25-00117
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  Data: Purpose: In this follow-up study, we examined outcomes of children previously identified as late talkers in toddlerhood. Our goals included determining the prevalence of language/literacy disorders in our sample and describing children's outcomes related to oral language, literacy, cognition, and speech. Method: We administered a battery of behavioral measures to 40 English-speaking children ages 3-10 years. We used psychometrically sound tests to identify language/literacy disorders and then compared children with a disorder to those without on our other measures. Results: Of the children we could test with confidence, 19 of 36 (52.8%) presented with a language/literacy disorder based on the Structured Photographic Expressive Language Test--Preschool, Second Edition or the Test of Integrated Language and Literacy Skills Identification Core Score. When we included children with substantially delayed or disordered speech, the total number of children with speech difficulties or a language/literacy impairment was 22 of 39 (56.4%). Bayesian independent-samples t tests showed compelling evidence that those without a language/literacy disorder outperformed those with a disorder on vocabulary, phonemic awareness, spelling, reading comprehension, reading fluency, articulation, and a working memory forward cognitive measure. There was no compelling evidence for group differences on listening comprehension, writing, nonverbal intelligence, and cognitive measures of attention and working memory backward. Conclusion: Using sound diagnostic tests, rates of language/literacy disorders in our sample of former late talkers were higher than past findings in the literature, highlighting the seriousness of late talking as a red flag for future difficulties in advanced oral language and literacy skills.
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      – SubjectFull: Delayed Speech
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      – SubjectFull: Child Development
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