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dc.contributor.authorUkoumunne, OC
dc.contributor.authorWake, M
dc.contributor.authorCarlin, J
dc.contributor.authorBavin, EL
dc.contributor.authorLum, J
dc.contributor.authorSkeat, J
dc.contributor.authorWilliams, J
dc.contributor.authorConway, L
dc.contributor.authorCini, E
dc.contributor.authorReilly, S
dc.date.accessioned2018-04-27T01:01:28Z
dc.date.available2018-04-27T01:01:28Z
dc.date.issued2012
dc.identifier.issn0305-1862
dc.identifier.doi10.1111/j.1365-2214.2011.01234.x
dc.identifier.urihttp://hdl.handle.net/10072/173381
dc.description.abstractBackground: Pre‐school language impairment is common and greatly reduces educational performance. Population attempts to identify children who would benefit from appropriately timed intervention might be improved by greater knowledge about the typical profiles of language development. Specifically, this could be used to help with the early identification of children who will be impaired on school entry. Methods:  This study applied longitudinal latent class analysis to assessments at 8, 12, 24, 36 and 48 months on 1113 children from a population‐based study, in order to identify classes exhibiting distinct communicative developmental profiles. Results:  Five substantive classes were identified: Typical, i.e. development in the typical range at each age; Precocious (late), i.e. typical development in infancy followed by high probabilities of precocity from 24 months onwards; Impaired (early), i.e. high probabilities of impairment up to 12 months followed by typical language development thereafter; Impaired (late), i.e. typical development in infancy but impairment from 24 months onwards; Precocious (early), i.e. high probabilities of precocity in early life followed by typical language by 48 months. The entropy statistic (0.84) suggested classes were fairly well defined, although there was a non‐trivial degree of uncertainty in classification of children. That half of the Impaired (late) class was expected to have typical language at 4 years and 6% of the numerically large Typical class was expected to be impaired at 4 years illustrates this. Characteristics indicative of social advantage were more commonly found in the classes with improving profiles. Conclusions:  Developmental profiles show that some pre‐schoolers' language is characterized by periods of accelerated development, slow development and catch‐up growth. Given the uncertainty in classifying children into these profiles, use of this knowledge for identifying children who will be impaired on school entry is not straightforward. The findings do, however, indicate greater need for language enrichment programmes among disadvantaged children.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley Blackwell Publishing
dc.relation.ispartofpagefrom341
dc.relation.ispartofpageto349
dc.relation.ispartofissue3
dc.relation.ispartofjournalChild: Care, Health and Development
dc.relation.ispartofvolume38
dc.subject.fieldofresearchBiomedical and clinical sciences
dc.subject.fieldofresearchClinical sciences not elsewhere classified
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode32
dc.subject.fieldofresearchcode320299
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode52
dc.titleProfiles of language development in pre-school children: A longitudinal latent class analysis of data from the Early Language in Victoria Study
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorReilly, Sheena


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