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Educational Outcomes Associated with Persistent Speech Disorder

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Title: Educational Outcomes Associated with Persistent Speech Disorder
Language: English
Authors: Wren, Yvonne (ORCID 0000-0002-1575-453X), Pagnamenta, Emma (ORCID 0000-0002-4703-3163), Peters, Tim J. (ORCID 0000-0003-2881-4180), Emond, Alan (ORCID 0000-0001-8029-2987), Northstone, Kate (ORCID 0000-0002-0602-1983), Miller, Laura L., Roulstone, Sue (ORCID 0000-0002-9052-1330)
Source: International Journal of Language & Communication Disorders. Mar-Apr 2021 56(2):299-312.
Availability: 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
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Foreign Countries, Children, Early Adolescents, Speech Impairments, Educational Attainment, Outcomes of Education, Longitudinal Studies, Standardized Tests, Scores, Special Needs Students, Elementary School Students, Secondary School Students, Identification
Geographic Terms: United Kingdom
DOI: 10.1111/1460-6984.12599
ISSN: 1368-2822
Abstract: Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent-teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population-based sample and robust measures of speech development. Aim: Using a large prospective UK population-based study--the Avon Longitudinal Study of Parents and Children (ALSPAC)--this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10-11 and 13-14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. Methods & Procedures: We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full-scale IQ. Outcomes & Results: Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10-11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13-14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13-14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. Conclusions & Implications: PSD identified at age 8 years is associated with poor educational attainment at ages 10-11 and 13-14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11-13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long-term impact of PSD on educational attainment in providing appropriate and effective support throughout school.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290545
Database: ERIC
FullText Text:
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  Data: Educational Outcomes Associated with Persistent Speech Disorder
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  Data: <searchLink fieldCode="AR" term="%22Wren%2C+Yvonne%22">Wren, Yvonne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1575-453X">0000-0002-1575-453X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pagnamenta%2C+Emma%22">Pagnamenta, Emma</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4703-3163">0000-0002-4703-3163</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peters%2C+Tim+J%2E%22">Peters, Tim J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2881-4180">0000-0003-2881-4180</externalLink>)<br /><searchLink fieldCode="AR" term="%22Emond%2C+Alan%22">Emond, Alan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8029-2987">0000-0001-8029-2987</externalLink>)<br /><searchLink fieldCode="AR" term="%22Northstone%2C+Kate%22">Northstone, Kate</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0602-1983">0000-0002-0602-1983</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miller%2C+Laura+L%2E%22">Miller, Laura L.</searchLink><br /><searchLink fieldCode="AR" term="%22Roulstone%2C+Sue%22">Roulstone, Sue</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9052-1330">0000-0002-9052-1330</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. Mar-Apr 2021 56(2):299-312.
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Adolescents%22">Early Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Impairments%22">Speech Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1111/1460-6984.12599
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  Data: 1368-2822
– Name: Abstract
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  Data: Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent-teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population-based sample and robust measures of speech development. Aim: Using a large prospective UK population-based study--the Avon Longitudinal Study of Parents and Children (ALSPAC)--this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10-11 and 13-14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. Methods & Procedures: We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full-scale IQ. Outcomes & Results: Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10-11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13-14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13-14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. Conclusions & Implications: PSD identified at age 8 years is associated with poor educational attainment at ages 10-11 and 13-14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11-13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long-term impact of PSD on educational attainment in providing appropriate and effective support throughout school.
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        Value: 10.1111/1460-6984.12599
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      – Text: English
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      – SubjectFull: Early Adolescents
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