Document Type
Article
Publication Date
10-1997
Abstract
Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.
Recommended Citation
Paul, R., Murray, C., Clancy, K., & Andrews, D. (1997). Reading and metaphonological outcomes in late talkers. Journal of Speech, Language, and Hearing Research, 40(5), 1037-1047
Publication
Journal of Speech, Language, and Hearing Research
Pages
1037-1047
