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dc.contributor.authorParsons, S.
dc.contributor.authorSchoon, I.
dc.contributor.authorRush, R.
dc.contributor.authorLaw, J.
dc.date.accessioned2018-06-19T13:03:17Z
dc.date.available2018-06-19T13:03:17Z
dc.date.issued2011-05
dc.identifierER1370
dc.identifier.citationParsons, S., Schoon, I., Rush, R. & Law, J. (2011) Long-term Outcomes for Children with Early Language Problems: Beating the Odds, Children & Society, vol. 25, , pp. 202-214,
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/1370
dc.description.abstractUsing the 1970 British Cohort Study, this study examines factors promoting positive language development and subsequent successful education and employment transitions among children showing early receptive language problems (age 5). We find that 61 per cent of children with early receptive language problems develop into competent readers by age 10. Factors promoting positive language development include parental support and more importantly a good school environment, characterised by only few children receiving remedial help. Post-16 education and employment experiences indicated competent reading to be associated with a less challenging journey into adulthood. Findings are discussed in terms of their policy implications.
dc.format.extent202-214
dc.relation.ispartofChildren & Society
dc.titleLong-term Outcomes for Children with Early Language Problems: Beating the Odds
dc.typearticle
dc.description.facultyCIHR
dc.description.volume25
dc.identifier.doidoi:10.1111/j.1099-0860.2009.00274.x
dc.description.ispublishedpub
dc.description.eprintid1370


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