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The emergent literacy skills of 4- to 5-year-old children with and without a history of late talking
Journal article   Peer reviewed

The emergent literacy skills of 4- to 5-year-old children with and without a history of late talking

Rosemary Hodges, Elise Baker, Natalie Munro and Sarah Masso
International journal of speech language pathology, Vol.26(1), pp.96-104
02/2024
DOI: https://doi.org/10.1080/17549507.2022.2152866
PMID: 36537839
Appears in  Recent Faculty of Health Publications

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Abstract

children Emergent literacy late talking preschoolers toddlers
Purpose To explore the emergent literacy skills of 4- to 5-year-old children with a history of late talking (H-LT) and a history of typical development (H-TD) by: (1) determining if the two groups differ on measures of emergent literacy, and (2) identifying the proportion in each group presenting with weak emergent literacy profiles. Method The emergent literacy skills of 4- to 5-year-old children with a H-LT (n = 13) and a H-TD (n = 11) were compared on measures of phonological awareness, print awareness (including print concepts and letter-sound knowledge), and narrative. Cut-off scores reflecting weak performance for each measure were determined. Children scoring below the cut-off on at least two measures were identified as having a weak emergent literacy profile. Result Group means indicated poorer emergent literacy performance in children with a H-LT compared to a H-TD, however, comparisons were not statistically significant (p > 0.05). Proportionally, more children with a H-LT had a weak emergent literacy profile (8/13; 62%) compared to children with a H-TD (2/11; 18%). Conclusion Children with a H-LT may be more vulnerable for emergent literacy difficulties. By assessing multiple emergent literacy skills, individualised profiles for children can be determined and reported alongside between-group comparisons.

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