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Narrative development in late talkers: early school age

R Paul1, R Hernandez, L Taylor

  • 1Portland State University, OR, USA. rhea@nh1.nh.pdx.edu

Journal of Speech and Hearing Research
|December 1, 1996
PubMed
Summary
This summary is machine-generated.

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Children with slow expressive language development (SELD) showed initial language delays. However, most children with a history of expressive language delay (HELD) caught up by second grade, unlike those with ongoing expressive language delay (ELD).

Area of Science:

  • Child development
  • Linguistics
  • Speech-language pathology

Background:

  • Slow expressive language development (SELD) in toddlers can impact later academic performance.
  • Understanding the long-term trajectory of SELD is crucial for early intervention.

Purpose of the Study:

  • To investigate the narrative skills of children with SELD compared to typically developing peers.
  • To differentiate between children who outgrow SELD and those with persistent delays.

Main Methods:

  • Longitudinal study tracking children from toddlerhood to second grade.
  • Narrative generation task administered in kindergarten, first, and second grade.
  • Analysis of linguistic features including MLU, lexical diversity, cohesive ties, and narrative maturity.

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Main Results:

  • In kindergarten, children with normal language history outperformed HELD and ELD groups in lexical diversity and narrative stage.
  • By first grade, normal language history group showed superior narrative maturity compared to HELD and ELD groups.
  • No significant differences in narrative skills were observed among the groups by second grade.

Conclusions:

  • Children with a history of expressive language delay (HELD) demonstrate significant catch-up in narrative skills by early school age.
  • Persistent expressive language delay (ELD) may require continued monitoring and support.
  • Early language development trajectories can normalize over time, highlighting the importance of longitudinal assessment.