TY - JOUR
T1 - Late talkers
T2 - A population-based study of risk factors and school readiness consequences
AU - Hammer, Carol Scheffner
AU - Morgan, Paul
AU - Farkas, George
AU - Hillemeier, Marianne
AU - Bitetti, Dana
AU - Maczuga, Steve
N1 - Funding Information:
This study was supported by Institute of Education Sciences Grant R324A120046. Infrastructure support was also provided through the Pennsylvania State University Population Research Institute, which is funded by Eunice Kennedy Shriver National Institute of Child Health and Human Development Grant R24-HD041025. The authors thank Philip Dale, J. Bruce Tomblin, and Elizabeth Crais for their valuable input on the study and article.
Publisher Copyright:
© 2017 American Speech-Language-Hearing Association.
PY - 2017/3
Y1 - 2017/3
N2 - Purpose: This study was designed to (a) identify sociodemographic, pregnancy and birth, family health, and parenting and child care risk factors for being a late talker at 24 months of age; (b) determine whether late talkers continue to have low vocabulary at 48 months; and (c) investigate whether being a late talker plays a unique role in children’s school readiness at 60 months. Method: We analyzed data from the Early Childhood Longitudinal Study, a population-based sample of 9,600 children. Data were gathered when the children were 9, 24, 48, and 60 months old. Results: The risk of being a late talker at 24 months was significantly associated with being a boy, lower socioeconomic status, being a nonsingleton, older maternal age at birth, moderately low birth weight, lower quality parenting, receipt of day care for less than 10 hr/week, and attention problems. Being a late talker increased children’s risk of having low vocabulary at 48 months and low school readiness at 60 months. Family socioeconomic status had the largest and most profound effect on children’s school readiness. Conclusions: Limited vocabulary knowledge at 24 and 48 months is uniquely predictive of later school readiness. Young children with low vocabularies require additional supports prior to school entry.
AB - Purpose: This study was designed to (a) identify sociodemographic, pregnancy and birth, family health, and parenting and child care risk factors for being a late talker at 24 months of age; (b) determine whether late talkers continue to have low vocabulary at 48 months; and (c) investigate whether being a late talker plays a unique role in children’s school readiness at 60 months. Method: We analyzed data from the Early Childhood Longitudinal Study, a population-based sample of 9,600 children. Data were gathered when the children were 9, 24, 48, and 60 months old. Results: The risk of being a late talker at 24 months was significantly associated with being a boy, lower socioeconomic status, being a nonsingleton, older maternal age at birth, moderately low birth weight, lower quality parenting, receipt of day care for less than 10 hr/week, and attention problems. Being a late talker increased children’s risk of having low vocabulary at 48 months and low school readiness at 60 months. Family socioeconomic status had the largest and most profound effect on children’s school readiness. Conclusions: Limited vocabulary knowledge at 24 and 48 months is uniquely predictive of later school readiness. Young children with low vocabularies require additional supports prior to school entry.
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U2 - 10.1044/2016_JSLHR-L-15-0417
DO - 10.1044/2016_JSLHR-L-15-0417
M3 - Article
C2 - 28257586
AN - SCOPUS:85016210411
SN - 1092-4388
VL - 60
SP - 607
EP - 626
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 3
ER -