Background. A successful transition from primary to secondary school for typically developing (TD) children is associated with academic and psychosocial outcomes. Children with developmental language disorder (DLD) tend to have pervasive needs in both of these domains, yet little is known about their experience of this transition. We have no information concerning the transition for children with low language (LL).
Aim.(1) To explore the expectations of the transition to primary school for children with DLD, children with LL proficiency, and their TD peers; (2) to examine the predictors of transition concerns for each group.Sample. Children aged 10-11 in the final year of primary school with DLD (n = 30), LL (n = 29), or TD (n = 48) were recruited from eight UK primary schools in the summer term.Methods. A battery of standardized language and psychosocial assessments, including the School Concerns Questionnaire (SCQ; Rice et al. British Journal of Educational Psychology, 81, 2011, 244), was administered.