Prevalence of Language and Pre-Literacy Difficulties in an Australian Cohort of 5-Year-Old Children Experiencing Adversity

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Autor/inn/en	Smith, Jodie; Levickis, Penny; Neilson, Roslyn; Mensah, Fiona; Goldfeld, Sharon; Bryson, Hannah
Titel	Prevalence of Language and Pre-Literacy Difficulties in an Australian Cohort of 5-Year-Old Children Experiencing Adversity
Quelle	In: International Journal of Language & Communication Disorders, 56 (2021) 2, S.389-401 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldfeld, Sharon) ORCID (Bryson, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12611
Schlagwörter	Foreign Countries; Preschool Children; Literacy; At Risk Persons; Language Impairments; Language Acquisition; Incidence; Language Skills; Pregnancy; Smoking; Chronic Illness; Anxiety; Parent Background; Family Income; Unemployment; Mothers; Language Tests; Beginning Reading; Criterion Referenced Tests; Economically Disadvantaged; Comorbidity; Australia; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Alphabetisierung; Schreib- und Lesefähigkeit; Risikogruppe; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb; Vorkommen; Language skill; Sprachkompetenz; Schwangerschaft; Rauchen; Chronic disease; Chronische Krankheit; Angst; Elternhaus; Familieneinkommen; Arbeitslosigkeit; Mother; Mutter; Language test; Sprachtest; Erstleseunterricht; Australien
Abstract	Background: Early reading success is predicated on language and pre-literacy skills. Children who are behind their peers in language and pre-literacy development before formal schooling are less likely to be proficient beginner readers, and difficulties may persist throughout primary school and beyond. We know children experiencing adversity are at greater risk of early language and pre-literacy difficulties; we do not know the prevalence of these difficulties in an Australian adversity context. Aims: To investigate the prevalence and co-occurrence of language and pre-literacy difficulties in a cohort of Australian 5-year-old children experiencing social adversity. Methods & Procedures: Data were drawn from a large Australian community-based trial of nurse home visiting (right@home), which aimed to support women experiencing social adversity from pregnancy until their child turned 2 years of age. Social adversity was determined by two of more risk factors: young pregnancy, not living with another adult, no support, poorer health, current smoker, long-term illness, anxious mood, not finishing high school, no household income and no previous employment. Children whose mothers were enrolled in the control group (receiving usual maternal and child healthcare) were included in the current study (n = 359). Language and pre-literacy skills were measured at age 5 using the Clinical Evaluation of Language Fundamental Preschool--Second Edition (CELF-P2) and the School Entry Alphabetic and Phonological Awareness Readiness Test (SEAPART). Language difficulties were defined as [greater than or equal to] 1.25 standard deviations (SD) below the Australian normative mean on CELF-P2 Core Language scores. Pre-literacy difficulties were defined as children scoring in the Beginner (versus Developing or Competent) criterion-referenced level on the SEAPART First Sound Identification and/or Alphabet Letter Identification subtests. Co-occurrence of language and pre-literacy difficulties was also determined. Outcomes & Results: At the 5-year follow-up, 201/359 (56%) children were assessed (mean age = 5.1 years, SD = 0.1). Mean Core Language score for this cohort (91.8, SD = 15.9) was 0.54 SD below the normative mean (100, SD = 15). The proportion of children presenting with language difficulties was 24.9%. Regarding pre-literacy skills, 43.8% of children were 'Beginner' for identifying first sounds and 58.6% for identifying alphabet letters/sounds. There was also considerable overlap whereby 76.7% of children with language difficulties also exhibited pre-literacy difficulties. Conclusions & Implications: This is the first empirical Australian-based study highlighting the high prevalence and co-occurrence of language and pre-literacy difficulties in preschool children experiencing social adversity. Clinicians should be aware of co-morbid language and pre-literacy difficulties in disadvantaged populations and consider both areas during assessment and intervention planning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01