School‐entry language outcomes in late talkers with and without a family risk of dyslexia

Abstract

Children with familial risk (FR) of dyslexia and children with early language delay are known to be at risk for later language and literacy difficulties. However, research addressing long‐term outcomes in children with both risk factors is scarce. This study tracked FR and No‐FR children identified as late talkers at 2 years of age and reports development from 4;6 through 6 years. We examined the possible effects of FR‐status and late talking (LT) status, respectively, on language skills at school entry, and whether FR‐status moderated the associations between 4;6‐year and 6‐year language scores. Results indicated an effect of LT status on language at both ages, while FR status affected language skills at 6 years only. The interaction between LT and FR statuses was not significant, implying that LT status affected language skills independently of the child's FR status. A proportion of late talkers developed typical language at 6 years of age, while some FR children with typical vocabulary skills in toddlerhood had emerging developmental language disorder by school entry. FR status had a moderating effect on the association between expressive grammar at ages 4;6 and 6 years. Possible explanations for the effect of FR status on language skills are discussed. We highlight limitations in the study size and suggest how these preliminary findings can inform future research.

Children With Persistent Versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School

“…Proportions of children with persistent versus transient language delay in the current study were similar to those of previous studies (Caglar-Ryeng et al, 2020;Ellis Weismer, 2007;Law et al, 2000;Rescorla & Dale, 2013). In addition, in line with previous studies, there were differences in early receptive skills between children with transient language delay and those with persistent language delay (Bishop & Edmundson, 1987;Ellis Weismer, 2007;Ghassabian et al, 2014;Rescorla & Dale, 2013).…”

“…Similar to Bishop and Adams (1990), we found that children with persistent language delay showed continuing difficulties in vocabulary and morphosyntax at the beginning of school age. Though methods used in the current study do not allow to identify/ diagnose DLD, this language profile is consistent with DLD (Caglar-Ryeng et al, 2020;Ellis Weismer, 2007;Rescorla, 2013).…”

“…Toddlers with early language delay may follow two distinct language trajectories (Dale et al, 2003;Henrichs et al, 2011;Law et al, 2000;Rescorla & Dale, 2013;Zambrana et al, 2014). Studies show that roughly half of these children catch up to children with typical language development by the end of their preschool years (transient language delay) whereas the other half have persistent language delay-some of which may qualify as having DLD (Caglar-Ryeng et al, 2020;Law et al, 2000;Rescorla & Dale, 2013). Though many studies have shown that children with early language delay may have difficulties at school age, it remains controversial as to whether they differ for persistent versus transient language delay.…”

Early Identification of Developmental Language Delay

“…Individual differences in language skills are already present in young children from the first years of life. These differences are relatively stable when children pass the age of 1 year, meaning that low language levels are persistent, not only for children with DLD but also for the so-called “late talkers” (Bornstein et al, 2018; Caglar-Ryeng et al, 2021). This does not mean that language is not malleable: especially early in life language skills can be improved by intervention.…”