کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
364840 | 621094 | 2013 | 8 صفحه PDF | دانلود رایگان |

To better understand early predictors of weak language and academic abilities, we identified children with and without weak abilities at age 8. We then looked back at age 2 vocabulary and word combining, and evaluated these measures as predictors of age 8 outcomes. More than 60% of children with weak oral language abilities at 8 were not late talkers at 2. However, no word combining at 2 was a significant risk factor for poor oral language, reading comprehension, and math outcomes at 8. The association of no word combining with age 8 reading comprehension and math ability was mediated by age 8 oral language ability. The findings indicate that children take different developmental pathways to weak language abilities in middle childhood. One begins with a delayed onset of language. A second begins with language measures in the typical range, but ends with language ability falling well below typical peers.
► We identified children with and without language and academic weaknesses.
► For each group, we identified their vocabulary and word combining abilities at age 2.
► More than 60% of children with weak oral language at 8 were not late talkers.
► Word combining predicted weak oral language and academic skills at age 8.
► Oral language mediated the effect of late talking on academic skills.
Journal: Learning and Individual Differences - Volume 26, August 2013, Pages 177–184