Follow-up of children attending infant language units: outcomes at 11 years of age

Abstract

A large cohort of 242 children who had been attending infants language units at 7 years of age was followed up when the children were in their final year of primary school. Two hundred (83%) of the children were reassessed at 11 years of age on a wide battery of language and literacy measures, on a test of non-verbal ability, an autism checklist and a communication checklist. In total, 89% of children still scored < 1 SD from the mean on at least one test of language and the majority (63%) scored poorly on three or more assessments demonstrating widespread difficulties. Compared with non-verbal abilities at 7 years of age, a large proportion of the cohort also performed poorly on performance IQ subtests (28%). A further 10 children scored highly on a checklist for autistic spectrum disorder. Thus, only 115 (58%) children could be said to meet criteria for specific language impairment. A small group of 16 children appeared to have entirely resolved their difficulties. These outcomes and their implications for education and long-term impact of the disorder are discussed.

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

“…On the one hand, oral language deficits are commonly reported in children with dyslexia (e.g., McArthur et al, 2000;Starck & Tallal, 1988). On the other hand, high rates of literacy problems are reported in children with SLI (e.g., Conti-Ramsden, Botting, Simkin, & Knox, 2001;Haynes & Naidoo, 1991;Tallal, Allard, Miller, & Curtiss, 1997), consistent with the link between lexicality and literacy explained above.…”

Neuropsychiatric and neurodevelopmental outcome of children at age 6 and 7 years who screened positive for language problems at 30 months

“…Most studies of 'late-talking' 2-year-olds show spontaneous improvement (Paul 2001). However, some studies suggest that recovery may be 'illusionary', and the results of several studies suggest that children with LD will have persistent difficulties into later childhood and adolescence (Conti-Ramsden et al 2001, Snowling et al 2001. The development of language and communication skills is affected by a variety of factors that interact in a complex way.…”

Déficit Específico Da Linguagem De Ordem Pragmática (Del-Prag) E Dificuldades De Aprendizagem: Interface Gramática-Pragmática E Relevância No Uso Da Língua

“…Na primeira, de viés menos linguisticamente orientado, a tendência é a busca por subtipos de DEL com fins descritivos ou classificatórios, sem que isto implique necessariamente a noção de subdomínios da linguagem ou da cognição (Tallal, Stark & Mellits, 1985;ContiRamsden, Crutchley & Botting, 1997;Leonard, 1998;Conti-Ramsden et al, 2001). Na segunda perspectiva, de viés mais linguisticamente orientado, buscamse evidências para especificidade de domínio e de subdomínios da língua, caracterizando as manifestações seletivas do DEL com relação a componentes do sistema da língua ou mesmo a subdomínios da sintaxe (Clahsen, 1989;Rice & Wexler, 1996;van der Lely, 1997;Marinis, 1998;Hamann et al, 2003).…”

“…Prover uma articulação entre o MINC (Corrêa & Augusto, 2006; 2011) e a TR (Sperber & Wilson, 1986 desenvolvimento, retardo mental e desordens do espectro autista, dentre outros (Leonard, 1998;Conti-Ramsden et al, 2001;Ryder, Leinonen & Schulz, 2008).…”

“…Contudo, há relatos de crianças que exibem quadros alternativos com diferentes combinações de manifestações (Bishop & Rosenbloom, 1987;Conti-Ramsden, Crutchley & Botting, 1997;Conti-Ramsden et al, 2001;Friedmann & Novogrodsky, 2008;2011). Por este motivo, a literatura vem apontando o DEL como um déficit heterogêneo (Bishop & Rosenbloom, 1987;Bishop & Adams, 1991;Bishop & Adams, 1992;Conti-Ramsden, Crutchley & Botting, 1997;Leonard, 1998;Conti-Ramsden et al, 2001;Norbury & Bishop, 2002;Friedmann & Novogrodsky, 2008;Ryder, Leinonen & Schulz, 2008;Friemann & Novogrodsky, 2011), uma vez que o desempenho linguístico das crianças pode variar quanto: à área (sintática, morfológica, lexical, semântica, pragmática ou fonológica), ao tipo de categoria ou processo linguístico afetado (concordância, por exemplo), à intensidade ou mesmo quanto às modalidades de desempenho linguístico atingidas (produção, compreensão ou ambas) (Leonard, 1998;Friedmann & Novogrodsky, 2008).…”