Children with persistent versus transient early language delay : language, academic, and psychosocial outcomes in elementary school
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24 mars 2021
- handle: 10670/1.ec0xum
- doi: 10.1044/2020_JSLHR-20-00230
Ce document est mis à disposition selon les termes de la Licence Creative Commons Paternité 4.0 International. / This work is licensed under a Creative Commons Attribution 4.0 International License. , https://creativecommons.org/licenses/by/4.0/
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Alexandra Matte-Landry et al., « Children with persistent versus transient early language delay : language, academic, and psychosocial outcomes in elementary school », Papyrus : le dépôt institutionnel de l'Université de Montréal, ID : 10.1044/2020_JSLHR-20-00230
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Purpose: The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method: Children with persistent language delay (n = 30), transient language delay (n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results: Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion: Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay.