[Language and behavioral difficulties at age 3 and half and reading delay in grade 2]

Area of Science:

• Developmental Psychology
• Educational Psychology
• Public Health

Background:

• Early identification of specific language impairment and dyslexia is crucial for public health.
• Longitudinal studies are essential to differentiate true impairments from temporary delays.

Purpose of the Study:

• To investigate the relationship between early teacher observations of language and behavior and later reading and writing delays.
• To identify associated factors influencing reading delay in primary school children.

Main Methods:

• Teachers completed a 29-item language and behavior questionnaire for 695 children at 3.5 years old.
• Children were assessed for reading and writing abilities at second grade (approximately 7.5 years old).
• Statistical analysis examined links between early observations and later reading/writing delay, controlling for parental education, parental bilingualism, child's age and sex, and school area.

Main Results:

• 8.5% of children experienced delays in written language acquisition.
• Parental educational level and school area were significantly associated with reading delay.
• While many early negative teacher assessments initially correlated with reading delay, only language expression items remained significant after accounting for associated factors.

Conclusions:

• Parental educational level and school area play a significant role in reading delay.
• Specific teacher observations, particularly regarding language expression, can aid in the early prediction of reading delay.