The impact of speech and language problems in kindergarten on academic learning and special education status in grade three

Janus, Magdalena; Labonté, Chantal; Kirkpatrick, Ryan H.; Davies, Scott; Duku, Eric

doi:10.1080/17549507.2017.1381164

Cited by 18 publications

(16 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…when measured after school entry, and that this subclinical weakness could elevate the risk for later literacy problems. Further support illusory recovery comes from Janus et al (2019), who tracked children experiencing early speech and language pathologies, and found that children with transient speech and language pathologies were more likely to fall below standard achievement in reading and writing than controls. Overall, the pattern of the results in this study is consistent with previous research showing that preschool LD is strongly linked to poor literacy after school entry, though it could be that, in a particular sample, and by using different assessment measures and definition of LD, the difference in literacy skills between children with transient LD trajectory and the control group may or may not be significant.…”

Section: All Genders Boys Girlsmentioning

confidence: 98%

“…There is abundant evidence for distinct patterns of language development during childhood characterized by typical, transient (i.e., children with LD at an earlier age but normal language development at a later age), late-onset (i.e., normal language development at an earlier age but delayed at a later age), and persistent language problems (Henrichs et al, 2011;Law et al, 2012;McKean et al, 2015;Peyre et al, 2014;Snowling et al, 2016;Zambrana et al, 2014). Only two recent longitudinal studies have evaluated literacy outcomes in children of different developmental trajectories (Janus et al, 2019;Snowling et al, 2016). In both studies, the language trajectories were categorized from a preschool age to an age after school entry, the same time point when the literacy skills were evaluated.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Predicting Literacy Skills at 8 Years From Preschool Language Trajectories: A Population-Based Cohort Study

Jin

Schjølberg

Wang

et al. 2020

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose This article explored the predictive values of three main language delay (LD) trajectories (i.e., persistent, late onset, and transient) across 3–5 years on poor literacy at 8 years. Additionally, the effect of gender was assessed, using both gender-neutral and gender-specific thresholds. Method The data comprised mother-reported questionnaire data for 8,371 children in the Norwegian Mother, Father, and Child Cohort Study. Analyses were conducted using binary logistic regression in SPSS to make predictions about risk. Results LD reported at preschool age was associated with excess risk of poor literacy at 8 years with odds ratios ranging from 3.19 to 9.75 dependent on trajectory, persistent LD being the strongest predictor. The odds ratio of transient LD was similar to that of late-onset LD. Gender was not found to play an important role in the association between oral language and literacy, as the gender difference disappeared when gender-specific deficit criterion was used. Conclusion Our study supports the longitudinal association between preschool oral language and school-aged literacy skills and highlights the importance of different LD trajectories across preschool ages in predicting later literacy. Furthermore, practitioners are recommended to consider gender-specific cutoffs in relation to language and literacy measures.

show abstract

Section: All Genders Boys Girlsmentioning

confidence: 98%

mentioning

confidence: 99%

Predicting Literacy Skills at 8 Years From Preschool Language Trajectories: A Population-Based Cohort Study

Jin

Schjølberg

Wang

et al. 2020

J Speech Lang Hear Res

View full text Add to dashboard Cite

show abstract

“…In addition, although many SSDs and early language impairments resolve without treatment, children with early speech and/or language impairments often have poorer educational outcomes, even if their impairment has resolved (Farquharson, 2015a;Janus, Labonté, Kirkpatrick, Davies, & Duku, 2017;Lewis et al, 2015;Raitano et al, 2004; see also Wren, 2015, for a robust discussion of children who…”

Section: Application To Case Studiesmentioning

confidence: 99%

It Might Not Be “Just Artic”: The Case for the Single Sound Error

Farquharson

2019

Perspect ASHA SIGs

View full text Add to dashboard Cite

Purpose The purpose of this article is to explore the ways in which children with mild speech sound disorders (SSDs)—that is, single sound errors—may be at risk for difficulties with phonological awareness, decoding, spelling, and social–emotional well-being. Conclusions SSDs comprise a group of children who have difficulty in consistently and correctly producing 1 or more phonemes in their ambient language. Presently, there is a concerning trend with respect to service provision for children who have only a few—or only 1—sounds in error. That is, these children may not receive services at all. This practice is problematic, because it assumes that children with a single sound in error are not at risk for or experiencing any related educational difficulties. However, research supports connections between SSDs, including single sound errors, and decoding, spelling, and social–emotional deficits. This article aims to make the case for the single sound error—sometimes it is not “just artic.” Clinical recommendations for assessment, treatment, and advocacy are included.

show abstract

“…Oral language development in children is important for future literacy development. Pre-schoolers, who have difficulties with early literacy skills such as, letter identification, sentence imitation, rapid naming and phonological awareness skills, are at risk for delayed acquisition of the later literacy skills [6,7] . Early literacy knowledge sets the foundation for the attainment of later literacy skills, that is, mastery in reading and writing.…”

Section: Introductionmentioning

confidence: 99%

“…Since communication disorders have ramifications on children's future literacy development and academic success, early identification and intervention of children with speech, language and communication impairment in schools is a must. Early intervention contributes towards effective management of communication disorders and the problems associated with it [6,7] . For some children it is the means of catching up with their peers and performing well and for others it is the support system to handle academics into the higher grades [8] and prevent school dropout.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of a Speech-Language Development and Disorders Awareness Lecture among Pre-Primary School Teachers in Lucknow

Varghese

Ojha²

2021

Int J Health Sci Res

View full text Add to dashboard Cite

Aim: The aim of the study was to measure the efficacy of an awareness lecture on speech and language development and disorders among pre-primary school teachers of Lucknow. Method: The study was carried out in 2 phases. In Phase I the questionnaire on the speech and language development and disorders and a lecture on speech and language development and disorders were prepared. The questionnaire contained questions on the components of speech and language, and on the importance of language for literacy and academic success. The lecture contained information on the components of speech, language and communication; the development of speech and language and its disorders; and the relationship between speech and language skills and academic success. In Phase II, the questionnaire was administered on 30 pre-primary school teachers before conducting and after conducting the awareness lecture on speech and language development and disorders in children. Results: The results demonstrated significant improvement in the mean scores on awareness of speech, language development and disorders post-lecture showing that the study was successful in creating awareness of speech and language development and disorders among the pre-primary school teachers of Lucknow. Conclusion: Creating awareness on speech, language development and disorders among teachers will facilitate early identification and timely intervention of children with communication disorders. Policies that promote orientation and training of positive strategies for speech, language and communication among ASHA workers and Aganwadi teachers will go a long way in early identification and intervention in India. Key words: Awareness, Efficacy, Teachers, Communication Disorder, Development.

show abstract

The impact of speech and language problems in kindergarten on academic learning and special education status in grade three

Abstract: These population level results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Findings have implications for early intervention and treatment for children with early SLPs.

Cited by 18 publications

References 48 publications

Predicting Literacy Skills at 8 Years From Preschool Language Trajectories: A Population-Based Cohort Study

Predicting Literacy Skills at 8 Years From Preschool Language Trajectories: A Population-Based Cohort Study

It Might Not Be “Just Artic”: The Case for the Single Sound Error

Efficacy of a Speech-Language Development and Disorders Awareness Lecture among Pre-Primary School Teachers in Lucknow

Contact Info

Product

Resources

About