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School-age cognitive and achievement...

Armstrong, Erika S.

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School-age cognitive and achievement outcomes for late talkers and late bloomers: Do late bloomers really bloom?

Record Type:	Electronic resources : Monograph/item
Title/Author:	School-age cognitive and achievement outcomes for late talkers and late bloomers: Do late bloomers really bloom?/
Author:	Armstrong, Erika S.
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-10, Section: B, page: 6092.
Contained By:	Dissertation Abstracts International67-10B.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3238575
ISBN:	9780542932496

School-age cognitive and achievement outcomes for late talkers and late bloomers: Do late bloomers really bloom?
Armstrong, Erika S.

School-age cognitive and achievement outcomes for late talkers and late bloomers: Do late bloomers really bloom? - 116 p.

Source: Dissertation Abstracts International, Volume: 67-10, Section: B, page: 6092.

Thesis (Ph.D.)--The University of Texas at Dallas, 2006.

The current study investigated relations between rate of recovery from late onset of expressive vocabulary and language-related cognitive and achievement skills in middle childhood in a large, socioeconomically diverse sample. Prior research conducted on small, middle-class samples indicated that the majority of children with late onset of expressive vocabulary will "bloom," moving into the normal range in expressive language before entering school, but would perform significantly below children with typically developing language on language measures into middle childhood. Participants in the current study were a diverse group of 689 children who were part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). The children were divided into four language groups based on their trajectory of expressive language development between ages 2 and 4½. The children's performance on a large array of language-related cognitive and achievement measures was assessed through fifth grade as was nonverbal IQ in grade four. Results indicated that children who were late to begin talking and who bloomed in the preschool years scored within the normal range on multiple longitudinally-assessed language-related cognitive and achievement measures but often significantly below children with typically developing language. They scored no differently from the typically developing children on the nonverbal cognitive measure. There were no differences in scores between the late talking children who bloomed before age 3 and those who bloomed between age 3 and 4½, suggesting that differences in rate of recovery in the preschool years were not related to differences in school-age outcomes. Children who failed to bloom prior to beginning school scored significantly below the other groups on measures through fifth grade. The results suggested that the late bloomers have a mild cognitive/linguistic weakness, affecting both receptive and expressive language, that is evident through late onset of expressive vocabulary in the toddler years and continued weaker performance compared to typically developing children into middle childhood. Late talkers who do not bloom appear to have a more severe cognitive/linguistic weakness as well as a relative weakness in nonlinguistic cognition. The findings support the theory of a continuum of language endowment.

ISBN: 9780542932496Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

School-age cognitive and achievement outcomes for late talkers and late bloomers: Do late bloomers really bloom?
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245 1 0 $a School-age cognitive and achievement outcomes for late talkers and late bloomers: Do late bloomers really bloom?
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500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: B, page: 6092.
500 $a Adviser: Margaret Tresch Owen.
502 $a Thesis (Ph.D.)--The University of Texas at Dallas, 2006.
520 $a The current study investigated relations between rate of recovery from late onset of expressive vocabulary and language-related cognitive and achievement skills in middle childhood in a large, socioeconomically diverse sample. Prior research conducted on small, middle-class samples indicated that the majority of children with late onset of expressive vocabulary will "bloom," moving into the normal range in expressive language before entering school, but would perform significantly below children with typically developing language on language measures into middle childhood. Participants in the current study were a diverse group of 689 children who were part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD). The children were divided into four language groups based on their trajectory of expressive language development between ages 2 and 4½. The children's performance on a large array of language-related cognitive and achievement measures was assessed through fifth grade as was nonverbal IQ in grade four. Results indicated that children who were late to begin talking and who bloomed in the preschool years scored within the normal range on multiple longitudinally-assessed language-related cognitive and achievement measures but often significantly below children with typically developing language. They scored no differently from the typically developing children on the nonverbal cognitive measure. There were no differences in scores between the late talking children who bloomed before age 3 and those who bloomed between age 3 and 4½, suggesting that differences in rate of recovery in the preschool years were not related to differences in school-age outcomes. Children who failed to bloom prior to beginning school scored significantly below the other groups on measures through fifth grade. The results suggested that the late bloomers have a mild cognitive/linguistic weakness, affecting both receptive and expressive language, that is evident through late onset of expressive vocabulary in the toddler years and continued weaker performance compared to typically developing children into middle childhood. Late talkers who do not bloom appear to have a more severe cognitive/linguistic weakness as well as a relative weakness in nonlinguistic cognition. The findings support the theory of a continuum of language endowment.
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