Late Talkers at 2 Outcome at Age 3 Research Article
Research Article  |   June 01, 1997
Late Talkers at 2
 
Author Affiliations & Notes
  • Leslie Rescorla
    Bryn Mawr College Bryn Mawr, PA
  • Julie Roberts
    University of Vermont Burlington
  • Katherine Dahlsgaard
    University of Pennsylvania Philadelphia
  • Corresponding author: e-mail: lrescorl@brynmawr.edu
Article Information
Special Populations / Language Disorders / Language / Research Articles
Research Article   |   June 01, 1997
Late Talkers at 2
Journal of Speech, Language, and Hearing Research, June 1997, Vol. 40, 556-566. doi:10.1044/jslhr.4003.556
History: Received March 2, 1994 , Accepted December 13, 1996
 
Journal of Speech, Language, and Hearing Research, June 1997, Vol. 40, 556-566. doi:10.1044/jslhr.4003.556
History: Received March 2, 1994; Accepted December 13, 1996

Age 3 follow-up data are presented for a sample of 34 toddlers diagnosed between the ages of 24 and 31 months with expressive type specific language impairment (SLI-E). At age 3, the late talkers scored significantly lower on all language measures than 21 comparison peers matched at intake on age, SES, and nonverbal ability. When seen at follow-up, the former late talkers scored in the average range on the Expressive One-Word Picture Vocabulary Test (EOWPVT) and on the Reynell Expressive Language Scale, but more than 1.5 SDs below age expectations in MLU and on Scarborough's (1990a) IPSyn. The proportion of late talkers performing in the average range at follow-up varied markedly as a function of measure used (EOWPVT: 79%, Reynell: 58%, MLU: 35%, and IPSyn: 24%), indicating that the late talkers made more rapid progress in lexical development and in the use of language to define, explain, and describe than they did in the areas of syntactic and morphological development. The only significant predictor of age 3 outcome was intake expressive language level, with toddlers who had been more severely delayed in expressive language at intake relative to age level having the worst outcomes at age 3.

Acknowledgments
This research was supported by grants to the first author from the Bryn Mawr College Faculty Research Fund and from the National Institutes of Health (NICHD Area Grant 1-R15-HD22355-01; NIDCD R01-DC00807). The authors are indebted to Hollis Scarborough for her generous assistance in the area of IPSyn consultation and wish to thank the parents and children whose participation made this research possible.
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