Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood

Harrison, Linda J.; McLeod, Sharynne; Berthelsen, Donna; Walker, Sue

doi:10.1080/17549500903093749

Cited by 81 publications

(64 citation statements)

References 46 publications

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“…The first variable not included in the study was the additional PEDS item in which parents were asked to identify specific areas. Consistent with previous LSAC studies (e.g., Harrison et al, 2009;Harrison & McLeod, 2010;), this supplementary question was not employed to identify children with SaLD in this study. The exclusion of this item from previous studies was likely due to the fact that it is an additional item included only in the adapted LSAC version of the PEDS, and many parents answered 'other' or 'don't know' in response to this question.…”

Section: Adapted Peabody Picture Vocabulary Test-iii (Ppvt)supporting

confidence: 68%

“…These rules are in keeping with use of these speech and language measures to identify children with SaLD in previous LSAC studies (e.g., Harrison et al, 2009;Harrison & McLeod, 2010;Taylor, Maguire & Zubrick, 2011 Indicator variables for SaLD not used in the current study.…”

Section: Adapted Peabody Picture Vocabulary Test-iii (Ppvt)mentioning

confidence: 99%

“…Of the available speech and language measures, variables 1 (a) and (b), 2 and 3 have previously been used in LSAC studies (e.g., Harrison, McLeod, Berthelsen, & Walker, 2009;Harrison & McLeod, 2010;) to identify children with SaLD. All available measures of speech and language development at 4-5, 6-7 and 8-9 years are discussed in further detail below.…”

Section: Measurement Of Saldmentioning

confidence: 99%

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Contribution of speech/language difficulties to health-related quality-of-life in Australian children: a longitudinal analysis

Feeney¹

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Speech and/or language difficulties (SaLD) are among the most frequently observed developmental problems affecting children. Research points to the impact of childhood SaLD on literacy/educational achievement, behaviour and self-esteem; however, there has been limited attention paid to the impact of SaLD, directly or indirectly, on health-related qualityof-life (HRQoL). HRQoL is the impact a particular health condition (or intervention) has on an individual. HRQoL comprises numerous distinct dimensions ('domains', commonly physical, psychological and social). Very few studies have examined associations between HRQoL, SaLD, and other child and family factors and none have been undertaken in Australia. This research will explore these associations using data from a sample of children aged 4 to 9 years, extracted from the Longitudinal Study of Australian Children (LSAC), a nationally representative longitudinal study of childhood development. The rich data available in the LSAC afforded an opportunity to investigate various child and family factors that may be related to children's HRQoL and hence was well suited to exploratory research.Use of LSAC data also enabled tracking of children's outcomes over six years. The Disability-Stress-Coping (DSC) model (which examines physical health, mental health and social functioning in children with chronic illness) formed the basis for variable selection.This thesis comprises two studies, the first cross-sectional, and the second longitudinal. The cross-sectional study provided an exploration of the LSAC data and elicited variables which were appropriate for further analysis in the subsequent longitudinal investigation. Further, this study component enabled examination of relationships between HRQoL and SaLD while accounting for fine and gross motor skills which could not be examined in the longitudinal study component as there were no appropriate motor skills measures at Waves 4 and 5. The cross-sectional study involved analysis of data from the baby cohort (children aged 4-5 years) of the LSAC (n=4, 386). For this study, three domains of HRQoL were examined, assessed by the physical, emotional and social functioning subscales of the Pediatric Quality of Life Inventory (PedsQL TM ). SaLD was assessed in two ways: (1) parent concern about speech/language (Parents' Evaluation of Developmental Status) and (2) receptive vocabulary ability (adapted Peabody Picture Vocabulary Test-III).Multiple regression analyses were used to examine relationships at the cross-sectional level between HRQoL, SaLD, and various other explanatory variables including child specific factors (e.g., gender, ethnicity, temperament) and family characteristics (social-ecological considerations and psychosocial stressors).ii The longitudinal study examined the trajectory of HRQoL for children aged from 4 to 9 years and its relationship with SaLD. Generalised linear latent and mixed modelling (GLLAMM) was used to analyse data from Waves 3, 4 and 5 of the LSAC to understand HRQoL trajectories, asses...

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Section: Adapted Peabody Picture Vocabulary Test-iii (Ppvt)supporting

confidence: 68%

Section: Adapted Peabody Picture Vocabulary Test-iii (Ppvt)mentioning

confidence: 99%

Section: Measurement Of Saldmentioning

confidence: 99%

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Contribution of speech/language difficulties to health-related quality-of-life in Australian children: a longitudinal analysis

Feeney¹

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“…There is a large body of work showing that speech impairments are associated with sharply lower scores on tests of reading and math (Catts 1993;Walker et al 1994;Stothard et al 1998;Catts et al 2002;Knox 2002;Nathan et al 2004;Catts et al 2008;Harrison et al 2009;Eide and Showalter 2010;Law et al 2010). There is also evidence, albeit weaker, that children with speech impairments go on to receive fewer years of education than their counterparts without speech impairments (Snowling et al 2001;Johnson et al 2010).…”

Section: Introductionmentioning

confidence: 99%

The kid's speech: The effect of stuttering on human capital acquisition

Rees

Sabia

2014

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. A number of studies have shown that childhood speech impairments such as stuttering are associated with lower test scores and educational attainment. However, it is unclear whether this result is causal in nature or whether it can be explained by difficult-to-measure heterogeneity at the community, family, or individual level. Using data from the National Longitudinal Study of Adolescent Health and ordinary least squares, we show that stuttering is negatively associated with high school grades, the probability of high school graduation, and the probability of college attendance. However, empirical specifications with family fixed effects or controls for learning disabilities such as Attention Deficit Hyperactivity Disorder suggest that these associations can, in large part, be explained by difficult-to-measure heterogeneity. JEL Classification:I1, I2

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“…Children with speech and language difficulties in their preschool years are at greater risk of reading, language and spelling impairment in later life (Lewis, Freebairn, & Taylor, 2000). There is also greater risk of future academic, social and occupational concerns (Felsenfeld, Broen, & McGue, 1994;Harrison, McLeod, Berthelsen, & Walker, 2009;McCormack, McLeod, McAllister, & Harrison, 2009). For Indigenous Australian children the associated risk of future concerns may be even greater (McTurk, Nutton, Lea, Robinson, & Carapetis, 2008).…”

Section: Introductionmentioning

confidence: 99%

Effect of dialect on identification and severity of speech impairment in Indigenous Australian children

Toohill

McLeod

McCormack

2011

Clinical Linguistics & Phonetics

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This study investigated the effect of dialectal difference on identification and rating of severity of speech impairment in children from Indigenous Australian backgrounds. The speech of 15 Indigenous Australian children identified by their parents/caregivers and teachers as having 'difficulty talking and making speech sounds' was assessed using the Diagnostic Evaluation of Articulation and Phonology. Fourteen children were identified with speech impairment on the Diagnostic Evaluation of Articulation and Phonology using Standard Australian English (AusE) as the target pronunciation; whereas 13 were identified using Australian Aboriginal English (AAE) as the target. There was a statistically significant decrease in seven children's severity classification and a statistically significant increase in all children's percentage of consonants, vowels and phonemes correct when comparing AAE with AusE. Features of AAE used by the children included /h/ insertion and deletion, primary stress on the first syllable and diphthongs alternating with short clear vowels. It is important that speech-language pathologists consider children's dialect as one component of culturally and linguistically appropriate services.

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Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood

Cited by 81 publications

References 46 publications

Contribution of speech/language difficulties to health-related quality-of-life in Australian children: a longitudinal analysis

Contribution of speech/language difficulties to health-related quality-of-life in Australian children: a longitudinal analysis

The kid's speech: The effect of stuttering on human capital acquisition

Effect of dialect on identification and severity of speech impairment in Indigenous Australian children

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