The overall goal of our research program is to increase understanding of the prevalence, the characteristics, and the outcome of early language delay, so that the mental health and educational handicaps secondary to language delay can be prevented by early identification and remediation. In the first study, we propose an epidemiological survey of 600 2-year old children in order to determine the overall prevalence of expressive language delay, its association with demographic factors, and the distribution of its """"""""subtypes"""""""" (e.g, mental retardation, hearing impairment, autism, specific language disability, and specific expressive language delay (SELD). Parents will complete the Language Development Survey (LDS), a vocabulary checklist we have developed, and children will be given the Binet IV Vocabulary subtest. Each child identified as language-delayed by the prevalence survey, and a matched normal comparison group, will be seen for full assessment. In the second study, we propose a longitudinal yearly follow-up to age 7 of 35 children we have been following since the age of 24 to 30 months whom we diagnosed a manifesting specific expressive language delay (SELD) (e.g., normal nonverbal ability, age-adequate receptive language, and significant delay in expressive speech), as well as a matched comparison group of 35 normal children. This research will study the association between SELD and later reading/learning problems. Finally, in the third project, we plan detailed linguistic analysis of the longitudinal language samples we have on these 35 SELD children, in order to further identify those aspects of language in which our SELD children appear to be normal vs. those aspects in which they are showing continued delay.

Agency
National Institute of Health (NIH)
Institute
National Institute on Deafness and Other Communication Disorders (NIDCD)
Type
Research Project (R01)
Project #
1R01DC000807-01
Application #
3217500
Study Section
Human Development and Aging Subcommittee 3 (HUD)
Project Start
1990-01-01
Project End
1992-12-31
Budget Start
1990-01-01
Budget End
1990-12-31
Support Year
1
Fiscal Year
1990
Total Cost
Indirect Cost
Name
Bryn Mawr College
Department
Type
Schools of Arts and Sciences
DUNS #
City
Bryn Mawr
State
PA
Country
United States
Zip Code
19010
Rescorla, Leslie; Turner, Hannah L (2015) Morphology and syntax in late talkers at age 5. J Speech Lang Hear Res 58:434-44
Rescorla, Leslie (2009) Age 17 language and reading outcomes in late-talking toddlers: support for a dimensional perspective on language delay. J Speech Lang Hear Res 52:16-30
Rescorla, Leslie (2005) Age 13 language and reading outcomes in late-talking toddlers. J Speech Lang Hear Res 48:459-72
Rescorla, Leslie (2002) Language and reading outcomes to age 9 in late-talking toddlers. J Speech Lang Hear Res 45:360-71
Rescorla, Leslie; Roberts, Julie (2002) Nominal versus verbal morpheme use in late talkers at ages 3 and 4. J Speech Lang Hear Res 45:1219-31
Rescorla, L; Alley, A (2001) Validation of the language development survey (LDS): a parent report tool for identifying language delay in toddlers. J Speech Lang Hear Res 44:434-45
Rescorla, L; Alley, A; Christine, J B (2001) Word frequencies in toddlers' lexicons. J Speech Lang Hear Res 44:598-609
Rescorla, L; Mirak, J; Singh, L (2000) Vocabulary growth in late talkers: lexical development from 2;0 to 3;0. J Child Lang 27:293-311
Rescorla, L; Dahlsgaard, K; Roberts, J (2000) Late-talking toddlers: MLU and IPSyn outcomes at 3;0 and 4;0. J Child Lang 27:643-64
Roberts, J; Rescorla, L; Giroux, J et al. (1998) Phonological skills of children with specific expressive language impairment (SLI-E): outcome at age 3. J Speech Lang Hear Res 41:374-84

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