Reading and Metaphonological Outcomes in Late Talkers Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed ... Research Article
Research Article  |   October 01, 1997
Reading and Metaphonological Outcomes in Late Talkers
 
Author Affiliations & Notes
  • Rhea Paul
    Southern Connecticut State University and Yale Child Study Center New Haven, CT
  • Candace Murray
    Evergreen Public Schools Evergreen, WA
  • Kathleen Clancy
    Evergreen Public Schools Evergreen, WA
  • David Andrews
    Portland Public Schools Portland, OR
Article Information
Development / Special Populations / School-Based Settings / Language Disorders / Language / Research Articles
Research Article   |   October 01, 1997
Reading and Metaphonological Outcomes in Late Talkers
Journal of Speech, Language, and Hearing Research, October 1997, Vol. 40, 1037-1047. doi:10.1044/jslhr.4005.1037
History: Received May 20, 1996 , Accepted March 28, 1997
 
Journal of Speech, Language, and Hearing Research, October 1997, Vol. 40, 1037-1047. doi:10.1044/jslhr.4005.1037
History: Received May 20, 1996; Accepted March 28, 1997

Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.

Acknowledgments
The research reported here was supported by grants from the National Institute on Deafness and Other Communication Disorders (DC00793), the Meyer Memorial Trust, the American Speech-Language-Hearing Foundation, and Portland State University. Portions of this paper were presented at the 1996 Convention of the American SpeechLanguage-Hearing Association in Seattle, WA.
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