A1 Journal article (refereed)
School‐entry language outcomes in late talkers with and without a family risk of dyslexia (2020)


Caglar‐Ryeng, Ømur; Eklund, Kenneth; Nergård‐Nilssen, Trude (2020). School‐entry language outcomes in late talkers with and without a family risk of dyslexia. Dyslexia, Early online. DOI: 10.1002/dys.1656


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Publication details

All authors or editors: Caglar‐Ryeng, Ømur; Eklund, Kenneth; Nergård‐Nilssen, Trude

Journal or series: Dyslexia

ISSN: 1076-9242

eISSN: 1099-0909

Publication year: 2020

Volume: Early online

Publisher: John Wiley & Sons

Publication country: United Kingdom

Publication language: English

DOI: http://doi.org/10.1002/dys.1656

Open Access: Open access publication published in a hybrid channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/68222


Abstract

Children with familial risk (FR) of dyslexia and children with early language delay are known to be at risk for later language and literacy difficulties. However, research addressing long‐term outcomes in children with both risk factors is scarce. This study tracked FR and No‐FR children identified as late talkers at 2 years of age and reports development from 4;6 through 6 years. We examined the possible effects of FR‐status and late talking (LT) status, respectively, on language skills at school entry, and whether FR‐status moderated the associations between 4;6‐year and 6‐year language scores. Results indicated an effect of LT status on language at both ages, while FR status affected language skills at 6 years only. The interaction between LT and FR statuses was not significant, implying that LT status affected language skills independently of the child's FR status. A proportion of late talkers developed typical language at 6 years of age, while some FR children with typical vocabulary skills in toddlerhood had emerging developmental language disorder by school entry. FR status had a moderating effect on the association between expressive grammar at ages 4;6 and 6 years. Possible explanations for the effect of FR status on language skills are discussed. We highlight limitations in the study size and suggest how these preliminary findings can inform future research.


Keywords: dyslexia; heredity; literacy; reading disorders; school attendance; grammar; vocabulary (knowledge); speech (phenomena); speech development; language development

Free keywords: emerging developmental language disorder; family risk of dyslexia; grammar; late talkers; vocabulary


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Ministry reporting: No, publication in press

Preliminary JUFO rating: 2


Last updated on 2020-18-08 at 13:48