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

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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.

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