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Development of children with early language delay
1Psychology Department, Brooklyn College of CUNY 11210.
Journal of Speech and Hearing Research
|March 1, 1990
Summary
Children with early language delays (ELD) often recover speech and language skills. However, these children remain at high risk for later reading disabilities, impacting academic success.
Area of Science:
- Developmental Psychology
- Linguistics
- Education
Background:
- Early language delay (ELD) presents significant challenges in child development.
- Understanding the long-term impact of ELD on academic outcomes is crucial.
Observation:
- Four children with ELD were tracked from preschool to Grade 2.
- Initial broad impairments in syntax, phonology, and lexicon improved by age 60 months.
Findings:
- Despite apparent language recovery, three of four children with ELD showed severe reading disabilities by Grade 2.
- Early language deficits, even if transient, can predict later reading impairments.
Implications:
- Early language intervention may need to consider long-term reading outcomes.
- The relationship between early language development and reading achievement warrants further investigation.
- Identifying children at risk for reading disabilities through early language assessments is vital.