Reading and Metaphonological Outcomes in Late Talkers

Rhea Paul · Candace Murray · Kathleen Clancy

87 citations0/0 files storedJournal of Speech Language and Hearing Research

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Language Development and Disorders Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.

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References

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2002Development of early motor skills and language in children at risk for familial dyslexia 2005Semantic Deficits in Children With Language Impairments 2000Do late-talking toddlers turn out to have reading difficulties a decade later?2021Sex differences in early language delay and in developmental language disorder 2011Cross-Disciplinary Dialogue about the Nature of Oral and Written Language Problems in the Context of Developmental, Academic, and Phenotypic Profiles

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