CoChat
Sign Up
Cited by 362Language Development and DisordersReading and Literacy DevelopmentDevelopmental and Educational Neuropsychology

The DOI matches its Crossref record; 63 of the 64 references it cites were found in a registry or an index.

Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children

Young, Arlene R., Beitchman, Joseph H., Johnson, Carla, Douglas, Lori, Atkinson, Leslie, Escobar, Michael, Wilson, Beth·2002·Journal of Child Psychology and Psychiatry
DOI 10.1111/1469-7610.00052
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1111/1469-7610.00052

Cites

63 of 63 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 4

  1. Mann V.A.(1986).Why some children encounter reading problems: The contribution of difficulties with language processing and linguistic sophistication to early reading disability. In J.D. Torgesen & B.Y. Wong (Eds.) Psychological and educational perspectives on learning disabilities(pp. 133–159). New York NY: Academic Press.
  2. Newcomer P.L. &Hamill D.D.(1977).The Test of Language Development (TOLD). Austin TX: Empiric Press.
  3. Rissman M., 1990, School placement outcomes of young language impaired children, Journal of Speech Language Pathology and Audiology, 14, 49
  4. Shaywitz S.E. Fletcher J.M. &Shaywitz B.A.(1996).A conceptual model and definition of dyslexia: Findings emerging from the Connecticut Longitudinal Study. In J.L. Beitchman N.J. Cohen M.M. Konstantareas & R. Tannock (Eds.) Language learning and behavior disorders: Developmental biological and clinical perspectives(pp. 199–223). New York NY: Cambridge University Press.

Cited by

Sorted by citations

See all 362

Related

See all

Metadata

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.
ORCID
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
DOI
10.1111/1469-7610.00052
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
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review