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Language-impaired preschoolers: a follow-up into adolescence
S E Stothard1, M J Snowling, D V Bishop
1University of Newcastle-upon-Tyne, England.
Summary
Children with resolved speech-language impairment (SLI) showed later literacy and phonological deficits. Persistent SLI and general delay in childhood led to ongoing language and academic challenges.
Area of Science:
- Developmental Psychology
- Linguistics
- Neuroscience
Background:
- Longitudinal studies are crucial for understanding the long-term outcomes of early developmental disorders.
- Speech-language impairment (SLI) and general developmental delay can have lasting impacts on cognitive and academic development.
- Previous research by Bishop and Edmundson (1987) established early classifications for children with developmental delays.
Purpose of the Study:
- To conduct a longitudinal follow-up of adolescents with a history of preschool speech-language impairment.
- To investigate the long-term effects of resolved vs. persistent SLI and general delay on language and literacy skills.
- To compare the outcomes of these groups with age-matched, typically developing controls.
Main Methods:
- Follow-up study of 71 adolescents with preschool speech-language impairment.
- Classification at age 4 into General Delay (nonverbal IQ ≤ 2 SD below mean) and SLI (normal nonverbal IQ) groups.
- Subdivision of SLI group at age 5;6 into resolved and persistent SLI.
- Assessment at age 15-16 years using tests of spoken language and literacy, compared to controls.
Main Results:
- Children with resolved SLI performed similarly to controls in vocabulary and comprehension but showed deficits in phonological processing and literacy.
- Children with persistent SLI and general delay exhibited significant impairments across all spoken and written language domains.
- Both persistent SLI and general delay groups demonstrated a widening gap in vocabulary growth compared to peers over time.
Conclusions:
- Early speech-language impairment, even when seemingly resolved, can be associated with persistent challenges in phonological processing and literacy acquisition.
- Persistent SLI and general developmental delay in early childhood are strong predictors of long-term difficulties in language and academic functioning.
- Early identification and intervention are critical for mitigating the long-term impact of developmental language disorders.