Poster #3 - Examination of the impact of early speech-language pathologies on later learning using a Canadian province's educational databases

• In Event: 3-001 - Poster Session 2 during Breakfast

Abstract

Purpose: Children with early manifestations of speech-language pathologies (SLPs) are at risk for poor academic achievement throughout childhood. Impairments in early spoken language skills strongly correlate with reading, literacy and communication levels in primary grades, adolescence and adulthood. In this study, researchers used secondary data to address the implications of experiencing SLPs in kindergarten on special education needs and academic outcomes in grade three. Method: Data come from two sets of sources over three years: 1) kindergarten measure of child development completed by teachers and 2) individually matched provincially standardized assessments in reading, writing and mathematics in grade three, with accompanying information as to the child’s special education status from the provincial Education Quality and Accountability Office in Ontario, Canada. The data were matched using each student’s unique local identification numbers. The matched sample consisted of 59,015 students, of whom 1,002 had an SLP reported by teacher in kindergarten. The grade three academic outcomes of children with SLPs in comparison to their non-SLP peers were examined using reading, writing and mathematical achievement. Comparison also included children who had no identified SLP in kindergarten, but required special education later, indicated by the presence in grade three of an Individualised Education Plan (IEP). Result: Even though SLPs remitted by grade three for 72.3% (724/1002) of children, kindergarten SLPs conveyed higher likelihood of having special educational needs, and of lower achievement levels in grade three. The degree of impact varied between Persistent and Remittent groups. Children in the Latent group had lower scores in kindergarten on all five EDI domains than Control children. The use of test accommodations also significantly differed across groups, with the Latent and Persistent groups consistently accessing more test accommodations. Conclusion: The use of matched secondary data sources allowed for a population level examination of the impact of early SLP on academic learning and special education needs in Grade 3. The results provide strong evidence to indicate that all children who present with an SLP in kindergarten face further academic challenges, even if their SLP resolves over time. Our findings emphasize the need for assessment of children’s language skills in kindergarten, as well as efficient systems of early intervention and monitoring of outcomes.

Authors

• Chantal Labonté, University of Alberta
  Presenting Author

• Ryan Kirkpatrick, Queen's University

• Scott Davies, University of Toronto

• Eric Duku, McMaster University

• Magdalena Janus, McMaster University