School-entry language outcomes in late talkers with and without a family risk of dyslexia

Autor: Trude Nergård-Nilssen, Ømur Caglar-Ryeng, Kenneth Eklund
Rok vydání: 2018
Předmět:
Male
Vocabulary
Literacy
puheen kehitys
Developmental psychology
Dyslexia
kielellinen kehitys
sanavarasto
Risk Factors
Developmental and Educational Psychology
Child
media_common
Language Tests
Grammar
05 social sciences
050301 education
General Medicine
kielioppi
puhe (puhuminen)
Child
Preschool
grammar
Female
Psychology
VDP::Social science: 200::Education: 280
Child Language
media_common.quotation_subject
Experimental and Cognitive Psychology
050105 experimental psychology
Education
medicine
dysleksia
Humans
0501 psychology and cognitive sciences
Genetic Predisposition to Disease
Language Development Disorders
late talkers
Association (psychology)
perinnöllisyys
vocabulary
Late talkers
Linguistics
medicine.disease
VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280
family risk of dyslexia
emerging developmental language disorder
esikouluikäiset
lukihäiriöt
0503 education
On Language
Zdroj: Dyslexia (Chichester, England)REFERENCES. 27(1)
ISSN: 1099-0909
Popis: Children with familial risk (FR) of dyslexia and children with early language delay are known to be at risk for later language and literacy difficulties. However, research addressing long‐term outcomes in children with both risk factors is scarce. This study tracked FR and No‐FR children identified as late talkers at 2 years of age and reports development from 4;6 through 6 years. We examined the possible effects of FR‐status and late talking (LT) status, respectively, on language skills at school entry, and whether FR‐status moderated the associations between 4;6‐year and 6‐year language scores. Results indicated an effect of LT status on language at both ages, while FR status affected language skills at 6 years only. The interaction between LT and FR statuses was not significant, implying that LT status affected language skills independently of the child's FR status. A proportion of late talkers developed typical language at 6 years of age, while some FR children with typical vocabulary skills in toddlerhood had emerging developmental language disorder by school entry. FR status had a moderating effect on the association between expressive grammar at ages 4;6 and 6 years. Possible explanations for the effect of FR status on language skills are discussed. We highlight limitations in the study size and suggest how these preliminary findings can inform future research. peerReviewed
Databáze: OpenAIRE
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