Children with persistent versus transient early language delay: Language, academic and psychosocial outcomes in elementary school [r-libre/2370]

Matte-Landry, Alexandra; Boivin, Michel; Tanguay-Garneau, Laurence; Mimeau, Catherine; Brendgen, Mara; Vitaro, Frank; Tremblay, Richard E., & Dionne, Ginette (2020). Children with persistent versus transient early language delay: Language, academic and psychosocial outcomes in elementary school. Journal of Speech, Language, and Hearing Research, 63 (11), 3760-3774. https://doi.org/10.1044/2020_JSLHR-20-00230

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Item Type:	Journal Articles
Refereed:	Yes
Status:	Published
Abstract:	Purpose: The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method: Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results: Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion: Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay.
Depositor:	Mimeau, Catherine
Owner / Manager:	Catherine Mimeau
Deposited:	16 Jul 2021 15:05
Last Modified:	16 Jul 2021 15:05

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