Predicting academic performance in children with language impairment: The role of parent report

This study examines the ability of preschool speech–language measures and parent report in predicting later academic performance. Preschool measures of speech, language and communication for 35 children with language impairment were analyzed for their ability to predict reading, writing, spelling, and mathematics in these same children at age nine. Regression analyses revealed that scores from the Vineland Adaptive Behavior Scales Communication Domain (a parent report instrument) were the best predictors of scores on measures of reading, writing, and math, while the scores from the Photo Articulation Test best predicted spelling outcomes. The results are discussed relative to the value of parent report in assessing and managing language impairment, and predicting scholastic performance in preschool children.Learner outcomes: The reader will be able to (1) describe trends in the literature relative to the later academic performance of preschool children with language impairment, (2) identify potential key predictors of school-age academic performance in preschool children with language impairment and (3) recognize the importance of parent report in understanding language impairment and its effects on later academic achievement.