Educational attainments of school leavers with a preschool history of speech-language impairments
Abstract
This paper reports a follow-up study of a cohort of 16- and 17-year-olds with a preschool history of speech-language impairment and whom Bishop and Edmundson (1987) originally studied. Information collected by questionnaire showed that the GCSE grades of those whose language impairments had resolved by 5;06 were below those of age-matched controls. However, the number of GCSE examinations entered and passed was significantly more than those of the 'persistent S-LI' and 'general delay' groups. Overall, IQ was the strongest predictor of educational attainment. However, even when IQ was controlled, literacy skills accounted for independent variance in achievement, especially among those with a history of language difficulty. The survey also noted that the majority of students across all groups remained in full-time education; however, the adolescents with a background of S-LI were more likely to follow vocational and employment training courses rather than A-levels.
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Overall, academic achievement was lower for participants with an SLD when compared to controls.
“Overall, academic achievement was lower for participants with an SLD when compared to controls (Durkin et al. 2012; King et al. 1982; Snowling et al. 2001).”
From Long-term effects of childhood speech and language disorders: A scoping review (2020) · cites this paper as Snowling et al. 2001
Similar to employment, evidence suggests that individuals with a history of SLDs are likely to experience overall lower academic achievement compared to their peers.
“Similar to employment, evidence suggests that individuals with a history of SLDs are likely to experience overall lower academic achievement compared to their peers (King et al. 1982; Snowling et al. 2001).”
From Long-term effects of childhood speech and language disorders: A scoping review (2020) · cites this paper as Snowling et al. 2001
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Psychosocial outcomes at 15 years of children with a preschool history of speech‐language impairment
Snowling, M. J., Bishop, D. V. M., Stothard, S. E., Chipchase, B., & Kaplan, C. (2006) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2006.01631.x · Cited by 362 · see citing works
Self-citationEarly identification of language delay by direct language assessment or parent report?
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Individual differences in anatomy predict reading and oral language impairments in children
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A shared reading intervention with parents to enhance young children's early literacy skills
Sim, S. S. H., Berthelsen, D., Walker, S., Nicholson, J. M., & Fielding-Barnsley, R. (2014) · Early Child Development and Care · doi:10.1080/03004430.2013.862532 · Cited by 65 · see citing works
Armstrong, R., Arnott, W., Copland, D. A., McMahon, K., Khan, A., Najman, J. M., & Scott, J. G. (2017) · International Journal of Language & Communication Disorders · doi:10.1111/1460-6984.12301 · Cited by 38 · see citing works
Long-term effects of childhood speech and language disorders: A scoping review
Langbecker, D., Snoswell, C. L., Smith, A. C., Verboom, J., & Caffery, L. J. (2020) · South African Journal of Childhood Education · doi:10.4102/sajce.v10i1.801 · Cited by 39 · see citing works
“Similar to employment, evidence suggests that individuals with a history of SLDs are likely to experience overall lower academic achievement compared to their peers (King et al. 1982; Snowling et al. 2001).”
BackgroundInfluentialSpeech and language therapy service delivery: overcoming limited provision for children
Jesus, L. M. T., Martinez, J., Valente, A. R., & Costa, M. C. (2017) · Public Health · doi:10.1016/j.puhe.2017.06.013 · Cited by 7 · see citing works
- Authors
- Snowling, M. J., Adams, J. W., Bishop, D. V. M., & Stothard, S. E.
- Affiliations
- University of York (GB)
- Durham University (GB)
- University of Oxford (GB)
- Newcastle University (GB)
- Corresponding author
- Snowling, Margaret J.
- Venue
- International Journal of Language & Communication Disorders
- Publisher
- Wiley
- Published
- 2001-04-01
- Volume
- 36
- Issue
- 2
- Pages
- 173-183
- ISSN
- 1368-2822 (ISSN-L)
- 1460-6984
- OpenAlex
- W2153345564
- Cited by
- 243
- References
- 1
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 2 · 2023: 8 · 2022: 6 · 2021: 16 · 2020: 13 · 2019: 11 · 2018: 7 · 2017: 13 · 2016: 9 · 2015: 9 · 2014: 12 · 2013: 9 · 2012: 15
- FWCI
- 7.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Language & Communication Disorders (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- speech and language impairment, educational attainment, school leavers, literacy skills, IQ, vocational education, employment training, adolescents, follow-up study
- MeSH terms
- Adolescent, Analysis of Variance, Education, Continuing, Educational Status, Employment, Female, Follow-Up Studies, Humans, Intelligence, Language Development Disorders, Male, Psychometrics, Regression Analysis, Speech Disorders, Vocational Education, Case-Control Studies
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