Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children
Abstract
Background: The long‐term academic consequences of childhood language impairment are both theoretically and clinically important. An unbiased appraisal of these outcomes, however, requires carefully designed, longitudinal research. Method: A group of children first identified as having speech and/or language impairment in a community‐based, longitudinal study at 5 years of age and matched controls were re‐examined during young adulthood (age 19). A comprehensive battery of speech and language, cognitive and achievement tests, psychiatric interviews, and questionnaires were completed by subjects, their parents and teachers. Results: While children with early speech problems showed only a few academic differences from controls in young adulthood, early language impaired (LI) young adults lagged significantly behind controls in all areas of academic achievement, even after controlling for intelligence. Further, rates of learning disabilities (LD) were significantly higher in the LI group than both the controls and community base rates. Concurrent individual difference variables, including phonological awareness, naming speed for digits, non‐verbal IQ, verbal working memory, and executive function, all contributed unique variance to achievement in specific areas. Conclusion: Early LI rather than speech impairment is clearly associated with continued academic difficulties into adulthood. These results speak to the need for intensive, early intervention for LI youngsters.
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Early semantic language delays or problems increase risk for later academic underachievement in reading comprehension and mathematics.
“Research has also suggested that children with early semantic language delays or problems are at risk for later academic underachievement, such that children with poor semantic language skills are less likely to succeed in reading comprehension and mathematics (Aiken, 1971; Ouellette, 2006; Young et al., 2002).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Young et al., 2002
Children with early semantic language problems are at risk for attention problems and worse school performance.
“children with initial semantic language problems are at risk for developing attention problems and have worse school performance (Gartstein et al., 2008; Young et al., 2002).”
From Semantic Language as a Mechanism Explaining the Association between ADHD Symptoms and Reading and Mathematics Underachievement (2012) · cites this paper as Young et al., 2002
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- Authors
- Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B.
- Affiliations
- Centre for Addiction and Mental Health (CA)
- Corresponding author
- Young, Arlene R.
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2002-05-28
- Volume
- 43
- Issue
- 5
- Pages
- 635-645
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- OpenAlex
- W2156455497
- Cited by
- 362
- References
- 64
- Citations by year
- 2026: 14 · 2025: 13 · 2024: 15 · 2023: 25 · 2022: 21 · 2021: 23 · 2020: 15 · 2019: 9 · 2018: 11 · 2017: 17 · 2016: 17 · 2015: 24 · 2014: 19 · 2013: 13 · 2012: 22
- FWCI
- 12.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Health Canada
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- language impairment, speech disorders, academic performance, young adults, learning disabilities, early intervention, phonological awareness, verbal working memory, executive function, non-verbal IQ, longitudinal follow-up
- MeSH terms
- Adolescent, Adult, Child, Child, Preschool, Educational Status, Female, Humans, Intelligence, Language Development Disorders, Language Tests, Learning Disabilities, Longitudinal Studies, Male, Speech Production Measurement, Early Intervention, Educational
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