The Relationship Between Early Language Delay and Later Difficulties in Literacy

Abstract

The relationship between early language delay and later literacy development is explored. The paper begins by considering a diagnostic model of early language delay, upon which subsequent definitions of language delay are based. The degree to which there is continuity between early language delay and later difficulties in literacy development is then explored. The findings of four longitudinal studies are considered in turn, and the degree to which they show evidence of continuity between early language delay and later literacy difficulties is evaluated. From these four studies, the author identifies two significant findings: (a) there is strong evidence of continuity between early language delay and later reading difficulties for all children with early language delay, although some of these reading difficulties may be residual and mild; and (b) the likelihood that children with early language delay will develop later difficulties in literacy depends largely on the age to which language impairment persists and the severity of the impairment. The author concludes that language delay in the early years is a key risk factor for later literacy difficulties. Implications for future research and practice are identified and discussed.