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Predictors of school concern across the transition to secondary school with developmental language disorder and low language ability : a longitudinal developmental cascade analysis
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Kenyon, Gough, Palikara, Olympia and Lucas, R. (2022) Predictors of school concern across the transition to secondary school with developmental language disorder and low language ability : a longitudinal developmental cascade analysis. International Journal of Language and Communication Disorders . doi:10.1111/1460-6984.12761 ISSN 1368-2822. (In Press)
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Official URL: https://doi.org/10.1111/1460-6984.12761
Abstract
Background
Developmental language disorder (DLD) has clear functional ramifications in the areas of social competency, emotion recognition, emotional well-being and literacy skill, which have been found to persist from childhood to adolescence. These domains are important factors during the transition from primary to secondary school in typical development (TD). Nevertheless, there is a paucity of research on the transition from primary to secondary school for adolescents with DLD and low language (LL) ability.
Aims
To investigate the association between psychosocial domains, literacy skill and concerns about school during the transition to secondary school for adolescents with DLD, LL and their TD peers. The first research question examined whether levels of social competency, emotion recognition, emotional well-being and literacy skill predicted school concern for the three groups. The second research question explored the longitudinal relationship between school concern and psychosocial and literacy indicators over the transition.
Methods & Procedures
Participants (aged 10–11 years) with DLD (n = 30), LL ((n = 29) and TD (n = 42) were recruited for this longitudinal study from eight UK primary schools. Standardized language and psychosocial assessments were administered in the spring and summer terms of the final year of primary school, and the autumn and summer terms of the first year in secondary school.
Outcomes & Results
Regression analyses showed pre-transition school concern to be predicted by emotion recognition for the DLD group, by social competence and emotional well-being for the LL group, and by social competence for the TD group. Post-transition concern was predicted by emotional well-being for the LL group; with no significant predictors for the DLD/TD groups. Path analyses revealed an association between literacy skill and emotion recognition for the DLD group. A developmental cascade illustrated a relationship between social competence and emotional well-being for the TD group.
Conclusions & Implications
This study concludes that transition interventions must be differentiated according to language ability; support for DLD adolescents should focus on emotion recognition skill, provision for LL adolescents should centre on emotional well-being, and TD participants should be particularly supported in the domain of social competence in advance of the move to secondary school. Additionally, this study emphasizes the importance of the inclusion of a LL group, as their outcomes cannot be predicted using DLD/TD research.
| Item Type: | Journal Article | ||||||||
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| Subjects: | H Social Sciences > HV Social pathology. Social and public welfare L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics R Medicine > RJ Pediatrics |
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| Divisions: | Faculty of Social Sciences > Centre for Education Studies (2013- ) | ||||||||
| Library of Congress Subject Headings (LCSH): | Language acquisition, Language disorders in children , Developmentally disabled children , Communicative disorders in children, Educational psychology , Language arts (Elementary) | ||||||||
| Journal or Publication Title: | International Journal of Language and Communication Disorders | ||||||||
| Publisher: | John Wiley & Sons Ltd. | ||||||||
| ISSN: | 1368-2822 | ||||||||
| Official Date: | 2022 | ||||||||
| Dates: |
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| DOI: | 10.1111/1460-6984.12761 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | In Press | ||||||||
| Reuse Statement (publisher, data, author rights): | This is the peer reviewed version of the following article: Gough Kenyon, S.M., Palikara, O. & Lucas, R.M. (2022) Predictors of school concern across the transition to secondary school with developmental language disorder and low language ability: A longitudinal developmental cascade analysis. International Journal of Language & Communication Disorders, 00, 1– 13., which has been published in final form at https://doi.org/10.1111/1460-6984.12761. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties. | ||||||||
| Access rights to Published version: | Restricted or Subscription Access | ||||||||
| Copyright Holders: | © 2022 Royal College of Speech and Language Therapists | ||||||||
| Date of first compliant deposit: | 28 June 2022 | ||||||||
| RIOXX Funder/Project Grant: |
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