Hagen, ÅM; Rogde, K; Lervåg, A; Melby-Lervag, M; Norbury, C; (2023) Long-term prognosis of low language proficiency in children. Cochrane Database of Systematic Reviews , 2023 (1) , Article CD015268. 10.1002/14651858.CD015268.

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Abstract

OBJECTIVES: This is a protocol for a Cochrane Review (prognosis). The objectives are as follows:. Primary objectives (Table presented.) The main objective of this review is to assess the long-term prognosis of an early language disorder or low language proficiency (LLP) for children aged four to eight years at baseline, and from age 12 years and up at follow-up, in areas of language and literacy, and broad quality of life outcomes in physical, psychological, independence, social relationships, and environment outcomes. This will include measures of mental and physical health, academic outcome, employment status, financial resources, and societal participation. We will ask the following research questions: 1) To what extent do children with LLP age four to eight years show higher risk for persistent difficulties with language and literacy into adolescence and adulthood? 2) To what extent do children age four to eight years, with LLP, experience higher risk for poor quality of life across five domains of physical, psychological, independence, social relationships, and environment well-being in adolescence, and adulthood (WHO 2012)?. Secondary objectives Secondary objectives are: 1) to understand how severity of early language problems affects long-term prognosis and quality of life, and 2) to identify gaps in the extant research. For instance, while the indicative sample of papers consistently report academic and employment outcomes, there is little evidence regarding physical or medical health outcomes. Investigation of sources of heterogeneity between studies We expect that there will be substantial heterogeneity between the included studies on the following variables: Diagnostic criteria Severity of language impairment Method of ascertainment (population study versus recruitment from special schools or clinics) Year of publication Age of outcome measurement Inclusiveness of non-verbal IQ (Specific Language Impairment versus Developmental Language Disorder) Stability of schooling (e.g. special school consistently versus changing between special school and mainstream classrooms) Literacy skills.

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