Children with persistent versus transient early language delay : language, academic, and psychosocial outcomes in elementary school
Article [Version of Record]
Publisher(s)
American Speech-Language-Hearing AssociationAuthor(s)
Abstract(s)
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.