The impact of speech and language problems in kindergarten on academic learning and special education status in grade three
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International Journal of Speech-Language Pathology, 2017; Early Online: 1–14 (2017) p. 1-14 (Early online)Abstract: This study addressed the implications of experiencing early speech–language pathologies (SLPs) in kindergarten on
special education needs (SEN) and academic outcomes in grade three.
Method: Early Development Instrument (EDI) kindergarten data on development and the presence or absence of SLPs were
matched with grade three school-system standardised tests of reading, writing and maths, and SEN classification in Ontario,
Canada for 59 015 students. Children were classified as having a Persistent speech language pathology (SLP), Remittent
SLP, Latent SEN or as a typically developing Control.
Result: Even though 72.3% of children’s SLPs remitted
This study addressed the implications of experiencing early speech–language pathologies (SLPs) in kindergarten on
special education needs (SEN) and academic outcomes in grade three.
Method: Early Development Instrument (EDI) kindergarten data on development and the presence or absence of SLPs were
matched with grade three school-system standardised tests of reading, writing and maths, and SEN classification in Ontario,
Canada for 59 015 students. Children were classified as having a Persistent speech language pathology (SLP), Remittent
SLP, Latent SEN or as a typically developing Control.
Result: Even though 72.3% of children’s SLPs remitted