TY - JOUR
T1 - Early speech-language impairment and risk for written language disorder
T2 - A population-based study
AU - Stoeckel, Ruth E.
AU - Colligan, Robert C.
AU - Barbaresi, William J.
AU - Weaver, Amy L.
AU - Killian, Jill M.
AU - Katusic, Slavica K.
PY - 2013/1
Y1 - 2013/1
N2 - OBJECTIVE: To compare risk of written language disorder (WLD) in children with and without speech-language impairment (S/LI) from a population-based cohort. METHODS: Subjects included all children born between 1976 and 1982 in Rochester, Minnesota, who remained in the community after age 5 years (n = 5718). Records from public and private schools, medical agencies, and tutoring services were abstracted. S/LI was determined based on eligibility criteria for an individualized education plan. Incident cases of WLD were identified by research criteria using regression-based discrepancy, non-regression-based discrepancy, and low-achievement formulas applied to cognitive and academic achievement tests. Incidence of WLD (with or without reading disorder [RD]) was compared between children with and without S/LI. Associations were summarized using hazard ratios. RESULTS: Cumulative incidence of WLD by age 19 years was significantly higher in children with S/LI than in children without S/LI. The magnitude of association between S/LI and WLD with RD was significantly higher for girls than for boys. This was not true for the association between S/LI and WLD without RD. CONCLUSIONS: Risk for WLD is significantly increased among children with S/LI compared with children without S/LI based on this population-based cohort. Early identification and intervention for children at risk for WLD could potentially influence academic outcomes.
AB - OBJECTIVE: To compare risk of written language disorder (WLD) in children with and without speech-language impairment (S/LI) from a population-based cohort. METHODS: Subjects included all children born between 1976 and 1982 in Rochester, Minnesota, who remained in the community after age 5 years (n = 5718). Records from public and private schools, medical agencies, and tutoring services were abstracted. S/LI was determined based on eligibility criteria for an individualized education plan. Incident cases of WLD were identified by research criteria using regression-based discrepancy, non-regression-based discrepancy, and low-achievement formulas applied to cognitive and academic achievement tests. Incidence of WLD (with or without reading disorder [RD]) was compared between children with and without S/LI. Associations were summarized using hazard ratios. RESULTS: Cumulative incidence of WLD by age 19 years was significantly higher in children with S/LI than in children without S/LI. The magnitude of association between S/LI and WLD with RD was significantly higher for girls than for boys. This was not true for the association between S/LI and WLD without RD. CONCLUSIONS: Risk for WLD is significantly increased among children with S/LI compared with children without S/LI based on this population-based cohort. Early identification and intervention for children at risk for WLD could potentially influence academic outcomes.
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U2 - 10.1097/DBP.0b013e31827ba22a
DO - 10.1097/DBP.0b013e31827ba22a
M3 - Article
C2 - 23275057
AN - SCOPUS:84872063493
SN - 0196-206X
VL - 34
SP - 38
EP - 44
JO - Journal of Developmental and Behavioral Pediatrics
JF - Journal of Developmental and Behavioral Pediatrics
IS - 1
ER -