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Profiles of language development in pre-school children : a longitudinal latent class analysis of data from the early language in Victoria study

Ukoumunne, O. C., Wake, M., Carlin, J., Bavin, E. L., Lum, J., Skeat, J., Williams, J., Conway, L., Cini, E. and Reilly, S. 2011, Profiles of language development in pre-school children : a longitudinal latent class analysis of data from the early language in Victoria study, Child : care, health and development, vol. 38, no. 3, pp. 341-349, doi: 10.1111/j.1365-2214.2011.01234.x.

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Title Profiles of language development in pre-school children : a longitudinal latent class analysis of data from the early language in Victoria study
Author(s) Ukoumunne, O. C.
Wake, M.
Carlin, J.
Bavin, E. L.
Lum, J.ORCID iD for Lum, J. orcid.org/0000-0003-2098-2403
Skeat, J.
Williams, J.ORCID iD for Williams, J. orcid.org/0000-0002-5633-1592
Conway, L.
Cini, E.
Reilly, S.
Journal name Child : care, health and development
Volume number 38
Issue number 3
Start page 341
End page 349
Total pages 8
Publisher Wiley-Blackwell Publishing
Place of publication Oxford, England
Publication date 2011-05
ISSN 0305-1862
1365-2214
Keyword(s) development
impairment
language
latent class analysis
predictors
profiles
Summary Background Pre-school language impairment is common and greatly reduces educational performance. Population attempts to identify children who would benefit from appropriately timed intervention might be improved by greater knowledge about the typical profiles of language development. Specifically, this could be used to help with the early identification of children who will be impaired on school entry.

Methods This study applied longitudinal latent class analysis to assessments at 8, 12, 24, 36 and 48 months on 1113 children from a population-based study, in order to identify classes exhibiting distinct communicative developmental profiles.

Results Five substantive classes were identified: Typical, i.e. development in the typical range at each age; Precocious (late), i.e. typical development in infancy followed by high probabilities of precocity from 24 months onwards; Impaired (early), i.e. high probabilities of impairment up to 12 months followed by typical language development thereafter; Impaired (late), i.e. typical development in infancy but impairment from 24 months onwards; Precocious (early), i.e. high probabilities of precocity in early life followed by typical language by 48 months. The entropy statistic (0.84) suggested classes were fairly well defined, although there was a non-trivial degree of uncertainty in classification of children. That half of the Impaired (late) class was expected to have typical language at 4 years and 6% of the numerically large Typical class was expected to be impaired at 4 years illustrates this. Characteristics indicative of social advantage were more commonly found in the classes with improving profiles.

Conclusions Developmental profiles show that some pre-schoolers' language is characterized by periods of accelerated development, slow development and catch-up growth. Given the uncertainty in classifying children into these profiles, use of this knowledge for identifying children who will be impaired on school entry is not straightforward. The findings do, however, indicate greater need for language enrichment programmes among disadvantaged children.
Language eng
DOI 10.1111/j.1365-2214.2011.01234.x
Field of Research 170199 Psychology not elsewhere classified
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Blackwell Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049022

Document type: Journal Article
Collection: School of Psychology
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Created: Tue, 23 Oct 2012, 13:48:44 EST by Jane Moschetti

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