Early childhood language and academic struggles

Abstract

We live in an era of colliding values. Clinicians face not only increased patient volumes, but also a long list of demands for required anticipatory guidance and screening. Indeed, the child development mantra of early intervention mandates early detection. Both the American Academy of Pediatrics and the Centers for Disease Control and Prevention recommend universal developmental screening at 9, 18, and 30 months of age. In the context of longitudinal pediatric care, prioritizing when to screen, for conditions that will have the most impact, becomes a priority. In this volume of The Journal, McIntyre et al use a brief language screen in a somewhat older group than the developmental screening above, 3- and 4-year-olds, to demonstrate that preschool children with language difficulties grow up to be elementary school children with academic difficulties. This language screen, the Fluharty-2, also predicted referral for special education services and grade retention. Associations persisted even after controlling for socioeconomic status and behavior problems. Sometimes it is just satisfying to have something that makes intuitive sense laid out clearly. This report not only confirms the intuition that early language development tracks with longer term consequences, but also gives clinicians a tool they can implement. Article page 189 ▶ A Brief Measure of Language Skills at 3 Years of Age and Special Education Use in Middle ChildhoodThe Journal of PediatricsVol. 181PreviewTo test whether a language screener administered during early childhood predicts special education referrals and placement in middle childhood. Full-Text PDF