The Impact of Speech and Language Delays on the Early Grade Readers in Preschool Children at Karachi: lessons for the literacy instructors

Abstract

This study investigates the impact of speech and language delays on early-grade reading abilities in preschool children in Karachi, Pakistan, considering variables such as screen time exposure, pragmatic language development, speech skills, language disorders/delays, social communication, language acquisition, and late talkers. It aims to provide a better understanding of the prevalence of these delays among children aged 3 to 7 years and assess the effectiveness of early identification and intervention strategies. The research addresses four key questions: the prevalence of speech and language delays, the efficacy of early detection for functional literacy, the short-term and long-term outcomes of universal screening, and the influence of socioeconomic factors on early-grade reading effectiveness. The study employs a cross-sectional design to evaluate prevalence and effectiveness. Participants include children from diverse socio-economic backgrounds, and data collection methods encompass adapted screening tools, interviews with parents and educators, socio-economic surveys, and follow-up assessments. ANOVA and Thematic analyses are used to determine the screening tools' prevalence, sensitivity, specificity, and predictive values, along with insights from stakeholder feedback.