School readiness among children with varying histories of language difficulties.

摘要: This study tested the hypotheses that (a) persistent language difficulties during childhood would predict lower school readiness and (b) present just prior to entry beyond any effects of persistence. The involved examining indicators collected at kindergarten for children exhibiting various histories ability based on measures 15, 24, 36, 54 months by National Institute Child Health Human Development's Early Care Research Network. Children (N = 1,064) were classified according whether they exhibited expressive or receptive each time point measured. relation between persistence timing these outcome was studied through a common factor approach categorical outcomes. Persistence not generally related However, robust effect found difficulties: who significantly depressed performance readiness. Findings are discussed in terms current policy research concerning risk.