late talker 1
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late talker 1
It is well established that children's language abilities are critical to their academic success. Studies have consistently shown that language supports children's reading abilities in early and later grades. Children with stronger language abilities, and in particular larger vocabularies, have better reading comprehension and decoding skills than children with weaker language abilities. In addition, language abilities have been found to promote children's behavioral functioning. For example, children with stronger language are better able to communicate with teachers and peers and to regulate their behavior and emotions. Because of the importance of language, efforts have been made to identify children who may be at risk for learning difficulties early in life. Much attention has been given to late talkers or children who have limited expressive vocabularies at 2 years of age. Since work in this area began, researchers have attempted to identify factors that place children at risk for being late talkers and have investigated late talkers' long-term outcomes. A number of factors may place children at risk for being a late talker at age 2 years and may affect children's vocabulary, reading, math, and behavioral abilities during the preschool years. These include sociodemographic factors, pregnancy and birth characteristics, family health and family history of learning problems, parenting and child care, and early behavioral functioning. One key sociodemographic factor is gender, which has been identified as a risk factor for being a late talker as well as for reading disabilities in numerous studies. Boys appear to be at greater risk than girls for low vocabulary early in life. For example, in their population-based study, researchers found that boys were nearly three times more likely to be a late talker than girls, however, other researchers did not find an effect of gender on late talking status at 24 months of age. Other studies have found boys to be at higher risk for low language during the preschool years. Additional studies have shown that girls have stronger reading abilities than boys. For example, data from the early childhood longitudinal study showed that girls entered kindergarten with stronger literacy skills. In addition, gender has been found to be a predictor of reading achievement in early grades. Less is known about the role of gender in early math or behavioral abilities.
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