late talker 2
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late talker 2
Nonetheless, research has consistently shown that children from low-SES homes leave preschool with vocabulary, reading, and math abilities that are below those of their peers from middle-SES homes. Likewise, National Center for Education Statistics has documented that children of low-SES score lower than children of middle-SES on reading and math assessments throughout their educational careers. Children's race/ethnicity is another factor that needs to be considered, although the findings in this research area are also inconsistent. In a study of late talkers, researchers did not observe an effect of face on children's language abilities nor prevalence of language delay. Likewise, researchers reported that non-White children had a relatively low risk for language delay compared with White children. However, other researchers found that African American children with a language impairment at age 3 years were 13 times more likely than their White peers to continue to have a language impairment at 54 months of age. When maternal sensitivity and warmth were taken into account, this effect disappeared. A significant effect of race/ethnicity on children's reading and math abilities has been observed. For example, data from National Center for Education Statistics show that African American and Hispanic children are more likely to score than White children in reading and math as they progress through school. However, larger percentages of African American and Hispanic children come from families of low SES compared with White children. Thus, race and SES may be confused in these findings. Pregnancy and birth characteristics that may affect children's abilities include maternal age, low birth weight, being a twin, medical and behavioral risks during pregnancy, and complications during delivery. For example, older maternal age at children's birth has been related to SLI but not to late talker status. Low birth weight has been associated with being a late talker, lower cognitive functioning, poorer academic abilities at school entry, and impairments in self-regulation. Being a twin places children at greater risk for being a late talker and having lower language abilities. The risk is higher for monozygotic twins. The evidence on the role of medical and behavioral risks in children's language and academic outcomes is mixed. Some studies have found that maternal medical risks and behavioral risks affect children's language development and academic abilities. However, the effect of these risks may be accounted for by SES status.
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