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A longitudinal study of children with developmental language delay at age three: later intelligence, reading and
P A Silva1, S Williams, R McGee
1Department of Paediatrics and Child Health, University of Otago Medical School, Dunedin, New Zealand.
Developmental Medicine and Child Neurology
|October 1, 1987
Summary
Early language delay in children predicts lower intelligence, reading difficulties, and more behavioral issues later in life. This highlights the importance of early identification and intervention for language development.
Area of Science:
- Child Development
- Linguistics
- Developmental Psychology
Background:
- Early language delay is a concern for child development.
- Identifying predictors of later academic and behavioral outcomes is crucial.
Purpose of the Study:
- To investigate the long-term effects of early language delay.
- To determine if early language delay predicts intelligence, reading ability, and behavior problems.
Main Methods:
- A large cohort of Dunedin, New Zealand children were assessed at age three for language delay.
- Participants were followed and assessed for intelligence, reading, and behavior at ages seven, nine, and 11.
- A family disadvantage index was also utilized.
Main Results:
- Children with any form of early language delay showed significantly lower IQ and reading scores.
- Delayed verbal comprehension and general language delay were linked to increased behavior problems.
- General language delay was consistently associated with the most significant disadvantages.
Conclusions:
- Early language delay is a significant predictor of lower intelligence and reading ability.
- Language delay is also associated with an increased risk of behavior problems in childhood.
- Family disadvantage may play a role in language development and later outcomes.