A1 Journal article (refereed)
School‐entry language outcomes in late talkers with and without a family risk of dyslexia (2021)


Caglar‐Ryeng, Ø., Eklund, K., & Nergård‐Nilssen, T. (2021). School‐entry language outcomes in late talkers with and without a family risk of dyslexia. Dyslexia, 27(1), 29-49. https://doi.org/10.1002/dys.1656


JYU authors or editors


Publication details

All authors or editorsCaglar‐Ryeng, Ømur; Eklund, Kenneth; Nergård‐Nilssen, Trude

Journal or seriesDyslexia

ISSN1076-9242

eISSN1099-0909

Publication year2021

Volume27

Issue number1

Pages range29-49

PublisherJohn Wiley & Sons

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1002/dys.1656

Publication open accessOpenly available

Publication channel open accessPartially open access 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.


Keywordsreading disordersdyslexiahereditylanguage developmentspeech developmentgrammarvocabulary (knowledge)speech (phenomena)preschool children (age group)

Free keywordsemerging developmental language disorder; family risk of dyslexia; grammar; late talkers; vocabulary


Contributing organizations


Ministry reportingYes

Reporting Year2021

JUFO rating2


Last updated on 2024-10-03 at 19:57