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dc.contributor.authorCaglar-Ryeng, Ømur
dc.contributor.authorEklund, Kenneth
dc.contributor.authorNergård-Nilssen, Trude
dc.date.accessioned2020-04-30T11:11:36Z
dc.date.available2020-04-30T11:11:36Z
dc.date.issued2020-03-17
dc.description.abstractChildren with familial risk (FR) of dyslexia and children with early language delay are known to be at risk for later language and literacy difficulties. However, research addressing long‐term outcomes in children with both risk factors is scarce. This study tracked FR and No‐FR children identified as late talkers at 2 years of age and reports development from 4;6 through 6 years. We examined the possible effects of FR‐status and late talking (LT) status, respectively, on language skills at school entry, and whether FR‐status moderated the associations between 4;6‐year and 6‐year language scores. Results indicated an effect of LT status on language at both ages, while FR status affected language skills at 6 years only. The interaction between LT and FR statuses was not significant, implying that LT status affected language skills independently of the child's FR status. A proportion of late talkers developed typical language at 6 years of age, while some FR children with typical vocabulary skills in toddlerhood had emerging developmental language disorder by school entry. FR status had a moderating effect on the association between expressive grammar at ages 4;6 and 6 years. Possible explanations for the effect of FR status on language skills are discussed. We highlight limitations in the study size and suggest how these preliminary findings can inform future research.en_US
dc.identifier.citationCaglar-Ryeng Ø, Eklund K, Nergård-Nilssen TNN. School‐entry language outcomes in late talkers with and without a family risk of dyslexia. Dyslexia. 2020en_US
dc.identifier.cristinIDFRIDAID 1802273
dc.identifier.doi10.1002/dys.1656
dc.identifier.issn1076-9242
dc.identifier.issn1099-0909
dc.identifier.urihttps://hdl.handle.net/10037/18172
dc.language.isoengen_US
dc.publisherWileyen_US
dc.relation.journalDyslexia
dc.relation.projectIDTromsø forskningsstiftelse: A42966en_US
dc.relation.urihttps://onlinelibrary.wiley.com/doi/full/10.1002/dys.1656
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2020 The Author(s)en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.titleSchool‐entry language outcomes in late talkers with and without a family risk of dyslexiaen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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