1,290
Views
11
CrossRef citations to date
0
Altmetric
Articles

The impact of speech and language problems in kindergarten on academic learning and special education status in grade three

, , , &
Pages 75-88 | Received 20 Oct 2016, Accepted 11 Sep 2017, Published online: 24 Nov 2017

References

  • Abedi, J., & Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14, 219–234. doi:https://doi.org/10.1207/S15324818AME1403_2
  • Ahmed, Y., Wagner, R.K., & Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Journal of Educational Psychology, 106, 419–434. doi:https://doi.org/10.1037/a0035692
  • Almost, D., & Rosenbaum, P. (1998). Effectiveness of speech intervention for phonological disorders: A randomized controlled trial. Developmental Medicine and Child Neurology, 40, 319–325. doi:https://doi.org/10.1111/j.1469-8749.1998.tb15383.x
  • Berninger, V.W., & Abbott, R.D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102, 635–651. doi:https://doi.org/10.1037/a0019319
  • Bishop, D.V., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027–1050. doi:https://doi.org/10.1111/j.1469-7610.1990.tb00844.x
  • Black, L.I., Vahratian, A., & Hoffman, H.J. (2015). Communication disorders and use of intervention services among children aged 3–17 years: United States, 2012. Washington, DC: US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics.
  • Brinkman, S., Gregory, T., Harris, J., Hart, B., Blackmore, S., & Janus, M. (2013). Associations between the Early Development Instrument at age 5, and reading and numeracy skills at ages 8, 10 and 12: A prospective linked data study. Child Indicators Research, 6, 695–708. doi:https://doi.org/10.1007/s12187-013-9189-3
  • Brownell, M.D., Ekuma, O., Nickel, N.C., Chartier, M., Koseva, I., & Santos, R.G. (2016). A population-based analysis of factors that predict early language and cognitive development. Early Childhood Research Quarterly, 35, 6–18. doi:https://doi.org/10.1016/j.ecresq.2015.10.004
  • Campbell, T.F., Dollaghan, C.A., Rockette, H.E., Paradise, J.L., Feldman, H.M., Shriberg, L.D., … Kurs-Lasky, M. (2003). Risk factors for speech delay of unknown origin in 3-year-old children. Child Development, 74, 346–357. doi:https://doi.org/10.1111/1467-8624.7402002
  • Cheuk, D.K.L., Wong, V., & Leung, G.M. (2005). Multilingual home environment and specific language impairment: A case–control study in Chinese children. Paediatric and Perinatal Epidemiology, 19, 303–314. doi:https://doi.org/10.1111/j.1365-3016.2005.00668.x
  • Dale, P.S., McMillan, A.J., Hayiou-Thomas, M.E., & Plomin, R. (2014). Illusory recovery: Are recovered children with early language delay at continuing elevated risk?. American Journal of Speech-Language Pathology, 23, 437–447. doi:https://doi.org/10.1044/2014_AJSLP-10116
  • Davies, S., Janus, M., Duku, E., & Gaskin, A. (2016). Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement. Early Childhood Research Quarterly, 35, 63–75. doi:https://doi.org/10.1016/j.ecresq.2015.10.002
  • Education Quality and Accessibility Office. (n.d.). Guide to EQAO Assessments in Elementary School. Retrieved from http://www.eqao.com/en/assessments/communication-docs/guide-elementary-assessments-english.pdf
  • Education Quality and Accessibility Office [EQAO]. (2016). Guide for accommodations, special provisions and exemptions. Retrieved from http://www.eqao.com/en/assessments/assessment-docs-elementary/administration-guide-elementary.pdf
  • Foster, W.A., & Miller, M. (2007). Development of the literacy achievement gap: A longitudinal study of kindergarten through third grade. Language, Speech, and Hearing Services in Schools, 38, 173–181. doi:https://doi.org/10.1044/0161-1461(2007/018)
  • Goldfeld, S., O'connor, M., Sayers, M., Moore, T., & Oberklaid, F. (2012). Prevalence and correlates of special health care needs in a population cohort of Australian children at school entry. Journal of Developmental & Behavioral Pediatrics, 33, 319–327. doi:https://doi.org/10.1097/DBP.0b013e31824a7b8e
  • Gottfried, M., Le, V.N., & Datar, A. (2016). English language learners and kindergarten entry age: Achievement and social-emotional effects. The Journal of Educational Research, 109, 424–435. doi:https://doi.org/10.1080/00220671.2014.979909
  • Hanushek, E.A., Kain, J.F., & Rivkin, S.G. (2004). Disruption versus Tiebout improvement: The costs and benefits of switching schools. Journal of Public Economics, 88, 1721–1746. doi:https://doi.org/10.1016/S0047-2727(03)00063-X
  • Huang, F.L., & Invernizzi, M.A. (2012). The association of kindergarten entry age with early literacy outcomes. The Journal of Educational Research, 105, 431–441. Doi:https://doi.org/10.1080/00220671.2012.658456
  • Janus, M. (2010). Estimating prevalence of behaviour problems in kindergarten children based on population-level data. In R. Zukauskiene (Ed.), Proceedings of the XIV European Conference on Developmental Psychology (pp. 193–198). Bologna, Italy: Medimond International Proceedings.
  • Janus, M. (2011). Impact of impairment on children with special needs at school entry: Comparison of school readiness outcomes in Canada, Australia, and Mexico. Exceptionality Education International, 21, 29–44.
  • Janus, M., & Duku, E. (2007). The school entry gap: Socioeconomic, family, and health factors associated with children’s school readiness to learn. Early Education and Development, 18, 375–403. doi:https://doi.org/10.1080/10409280701610796a
  • Janus, M., Kopechanski, L., Cameron, R., & Hughes, D. (2008). In transition: Experiences of parents of children with special needs at school entry. Early Childhood Education Journal, 35, 479–485. doi:https://doi.org/10.1007/s10643-007-0217-0
  • Janus, M., & Offord, D.R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children's school readiness. Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement, 39, 1–22. doi:https://doi.org/10.1037/cjbs2007001
  • Johnson, C.J., Beitchman, J.H., & Brownlie, E.B. (2010). Twenty-year follow-up of children with and without speech-language impairments: Family, educational, occupational, and quality of life outcomes. American Journal of Speech-Language Pathology, 19, 51–65. doi:https://doi.org/10.1044/1058-0360(2009/08-0083)
  • Jordan, A. (2001). Special education in Ontario, Canada: A case study of market-based reforms. Cambridge Journal of Education, 31, 349–371. doi:https://doi.org/10.1080/03057640120086602
  • Justice, L.M., Invernizzi, M.A., & Meier, J.D. (2002). Designing and implementing an early literacy screening protocol suggestions for the Speech-Language Pathologist. Language, Speech, and Hearing Services in Schools, 33, 84–101. doi:https://doi.org/10.1044/0161-1461(2002/007)
  • Kim, Y.S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten predictors of third grade writing. Learning and Individual Differences, 37, 27–37. doi:https://doi.org/10.1016/j.lindif.2014.11.009
  • Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis. Journal of Speech, Language, and Hearing Research, 47, 924–943. doi:https://doi.org/10.1044/1092-4388(2004/069)
  • Lewis, B.A., Freebairn, L., Tag, J., Ciesla, A.A., Iyengar, S.K., Stein, C.M., & Taylor, H.G. (2015). Adolescent outcomes of children with early speech sound disorders with and without language impairment. American Journal of Speech-Language Pathology, 24, 150–163. doi:https://doi.org/10.1044/2014_AJSLP-14-0075
  • McArthur, G.M., Hogben, J.H., Edwards, V.T., Heath, S.M., & Mengler, E.D. (2000). On the “specifics” of specific reading disability and specific language impairment. Journal of Child Psychology and Psychiatry, 41, 869–874. doi:https://doi.org/10.1111/1469-7610.00674
  • McKevitt, B.C., & Elliott, S.N. (2003). Effects and perceived consequences of using read-aloud and teacher-recommended testing accommodations on a reading achievement test. School Psychology Review, 32, 583–601.
  • McLaughlin, M.R. (2011). Speech and language delay in children. American Family Physician, 83, 1183–1188.
  • Morgan, P.L., Farkas, G., & Wu, Q. (2011). Kindergarten children’s growth trajectories in reading and mathematics: Who falls increasingly behind? Journal of Learning Disabilities, 44, 472–488. doi:https://doi.org/10.1177/0022219411414010
  • Morrissey, T.W., Hutchison, L., & Winsler, A. (2014). Family income, school attendance, and academic achievement in elementary school. Developmental Psychology, 50, 741–753. doi:https://doi.org/10.1037/a0033848
  • Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M.J. (2004). Educational consequences of developmental speech disorder: Key stage 1 national curriculum assessment results in English and mathematics. British Journal of Educational Psychology, 74, 173–186. doi:https://doi.org/10.1348/000709904773839824
  • Ontario Ministry of Education. (2004). The Individualized Education Plan (IEP): A resource guide. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
  • Preston, J.L., Hull, M., & Edwards, M.L. (2013). Preschool speech error patterns predict articulation and phonological awareness outcomes in children with histories of speech sound disorders. American Journal of Speech-Language Pathology, 22, 173–184. doi:https://doi.org/10.1044/1058-0360(2012/12-0022)
  • Pribesh, S., & Downey, D.B. (1999). Why are residential and school moves associated with poor school performance? Demography, 36, 521–534. doi:https://doi.org/10.2307/2648088
  • Ready, D.D. (2010). Socioeconomic disadvantage, school attendance, and early cognitive development: The differential effects of school exposure. Sociology of Education, 83, 271–286. doi:https://doi.org/10.1177/0038040710383520
  • Redmond, S.M., & Hosp, J.L. (2008). Absenteeism rates in students receiving services for CDs, LDs, and EDs: A macroscopic view of the consequences of disability. Language, Speech, and Hearing Services in Schools, 39, 97–103. doi:https://doi.org/10.1044/0161-1461(2008/010)
  • Redmond, S.M., & Rice, M.L. (1998). The socioemotional behaviors of children with SLI: Social adaptation or social deviance? Journal of Speech, Language, and Hearing Research, 41, 688–700. doi:https://doi.org/10.1044/jslhr.4103.688
  • Roello, M., Ferretti, M.L., Colonnello, V., & Levi, G. (2015). When words lead to solutions: Executive function deficits in preschool children with specific language impairment. Research in Developmental Disabilities, 37, 216–222. doi:https://doi.org/10.1016/j.ridd.2014.11.017
  • Salameh, E.K., Nettelbladt, U., Håkansson, G., & Gullberg, B. (2002). Language impairment in Swedish bilingual children: A comparison between bilingual and monolingual children in Malmö. Acta Paediatrica, 91, 229–234. doi:https://doi.org/10.1111/j.1651-2227.2002.tb01700.x
  • Schulte, A.A.G., Elliott, S.N., & Kratochwill, T.R. (2001). Effects of testing accommodations on standardized mathematics test scores: An experimental analysis of the performances of students with and without disabilities. School Psychology Review, 30, 527–547.10.1016/S0022-4405(00)00056-X
  • Shaughnessy, A., & Sanger, D. (2005). Kindergarten teachers' perceptions of language and literacy development, speech–language pathologists, and language interventions. Communication Disorders Quarterly, 26, 67–84.
  • Shepard, L.A., & Smith, M.L. (1986). Synthesis of research on school readiness and kindergarten retention. Educational Leadership, 44, 78–86.
  • Sices, L., Taylor, H.G., Freebairn, L., Hansen, A., & Lewis, B. (2007). Relationship between speech-sound disorders and early literacy skills in preschool-age children: Impact of comorbid language impairment. Journal of Developmental and Behavioral Pediatrics, 28, 438–447. doi:https://doi.org/10.1097/DBP.0b013e31811ff8ca
  • Singh, G.K., Yu, S.M., & Kogan, M.D. (2013). Health, chronic conditions, and behavioral risk disparities among US immigrant children and adolescents. Public Health Reports, 128, 463–479.10.1177/003335491312800606
  • Snow, P.C. (2016). Elizabeth usher memorial lecture: language is literacy is language positioning speech-language pathology in education policy, practice, paradigms and polemics. International Journal of Speech-Language Pathology, 18, 216–228. doi:https://doi.org/10.3109/17549507.2015.1112837
  • Snowling, M.J., Gallagher, A., & Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74, 358–373. doi:https://doi.org/10.1111/1467-8624.7402003
  • Stipek, D., & Byler, P. (2001). Academic achievement and social behaviors associated with age of entry into kindergarten. Journal of Applied Developmental Psychology, 22, 175–189. doi:https://doi.org/10.1016/S0193-3973(01)00075-2
  • Tomblin, J.B., Zhang, X., Buckwalter, P., & Catts, H. (2000). The association of reading disability, behavioral disorders, and language impairment among second-grade children. Journal of Child Psychology and Psychiatry, 41, 473–482. doi:https://doi.org/10.1111/1469-7610.00632
  • Watson, C.S., Kidd, G.R., Horner, D.G., Connell, P.J., Lowther, A., Eddins, D.A., … Watson, B.U. (2003). Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children the Benton-IU Project. Journal of Learning Disabilities, 36, 165–197. doi:https://doi.org/10.1177/002221940303600209
  • Wicks-Nelson, R., & Israel, A. (2013). Abnormal child and adolescent psychology (8th ed.). Upper Saddle River, NJ: Pearson.
  • Young, A.R., Beitchman, J.H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., & Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry, 43, 635–645. doi:https://doi.org/10.1111/1469-7610.00052

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.