Developmental pathways of language development : a longitudinal predictive study from prelinguistic stage to outcome at school entry
Julkaistu sarjassa
Jyväskylä studies in education, psychology and social researchTekijät
Päivämäärä
2017Oppiaine
PsykologiaThis research focused on the pathways of development during the prelinguistic
stage and from prelinguistic development to later language ability. The first goal
was to follow and describe the development of several prelinguistic
communication skills during the first two years of life (Studies I and II). The
second goal was to examine the predictive relations between this development
and language ability and difficulties, as well as memory, up to school age
(Studies I, II, and III). The third goal evaluated the feasibility of parental
screening in identifying children at risk for language and communication
difficulties (Studies I, II, and III). Prelinguistic skills were followed with a
parental screener administered at three month intervals from age 6 to 24 months
(seven measurements, n = 508, 203–330 by age). The same children were followed
from ages 2 to 8 years (five measurements, n = 102–296). Both variable- and
person-oriented approaches were applied. Development across several
prelinguistic skills emerged as a rather continuous and stable characteristic of
individual differences. Individuals differed widely in development, and six
clearly distinguishable developmental trajectories were identified. Prelinguistic
development was consistently related to parental and psychometric measures of
later language ability and performance in working memory measures up to age 8.
Growth across several prelinguistic skills was the best predictor of later language
ability. The most prominent feature of developmental risk was the accumulation
of early difficulties, especially if symbolic and social abilities were included. The
connection between prelinguistic development and later verbal working memory
was particularly strong. The findings suggest that a notable proportion of
children who show multiple at-risk features of development already before their
second birthday continue to show poor language and communication skills along
with limitations in working memory in their later development. The findings
support the rationale for early screening and indicate that features of early
development that predict later development can be identified using parent
reports. The key implications to screening are that assessment should cover
several prelinguistic communication skills and that repeated surveillance tapping
the growth of child’s skills should be favored instead of one-time screening.
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Longitudinal predictive study from prelinguistic stage to outcome at school entryJulkaisija
University of JyväskyläISBN
978-951-39-7058-1ISSN Hae Julkaisufoorumista
0075-4625Asiasanat
prelinguistic communication skills early predictors developmental trajectories language difficulties working memory parent-report screening developmental surveillance Seurantatutkimus lasten kehitys kielellinen kehitys kielelliset häiriöt kielellinen erityisvaikeus puheen kehitys varhainen vuorovaikutus sosiaalinen vuorovaikutus työmuisti vanhemmat varhainen puuttuminen seulontatutkimus
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