Original Research

The Persistence of language Disorders in a Group of Disadvantaged Grade 3 Learners

Daleen Klop, Seppo K. Tuomi
South African Journal of Communication Disorders | Vol 54, No 1 | a756 | DOI: https://doi.org/10.4102/sajcd.v54i1.756 | © 2020 Daleen Klop, Seppo K. Tuomi | This work is licensed under CC Attribution 4.0
Submitted: 21 April 2020 | Published: 31 December 2007

About the author(s)

Daleen Klop, Department Speech-Language-Hearing Therapy, Stellenbosch University, South Africa
Seppo K. Tuomi, Department Speech-Language-Hearing Therapy, Stellenbosch University, South Africa

Full Text:

PDF (302KB)

Abstract

A strong correlation between early language impairment and academic failure has been suggested by past research. This follow-up cohort study of 25 monolingual, disadvantaged grade 3 learners investigated whether the language impairments diagnosed in their preschool year were still evident after 3 years of school attendance, maturation and speech-language therapy. The results verified the persistence of preschool language impairments, which have been associated with poor reading and academic failure.

Keywords

No related keywords in the metadata.

Metrics

Total abstract views: 1315
Total article views: 496

 

Crossref Citations

1. The comprehension and production of quantifiers in isiXhosa-speaking Grade 1 learners
Joanine Nel, Frenette Southwood
South African Journal of Communication Disorders  vol: 63  issue: 2  year: 2016  
doi: 10.4102/sajcd.v63i2.138