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To what extent do selective processing skills at 2-3 predict difficulties with language, social communication and literacy at 10 years? Evidence from a follow-up study of clinically referred children.
Children who are slow to develop language vary widely in their subsequent developmental trajectories: a notable proportion catch up with peers, but others have longer-term problems with language, social communication, literacy, or a combination of these. Our study was motivated by two hypotheses: that early phonological skills would be the best predictor of later morphosyntax, while early sociocognitive skills would be most predictive of later social engagement and communication. We have just completed follow-up assessment of our cohort at 10 years (n=116). In this talk, we will present findings on the predictiveness of early profiles of language and processing skills for difficulties with morphosyntax, social engagement and communication and literacy observed at 10 years. Implications of our findings for intervention will be discussed.
Penny Roy & Shula Chiat
Dept of Language & Communication Science, City University London
