Late talking, typical talking, and weak language skills at middle childhood

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.