{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,30]],"date-time":"2026-08-30T10:10:30Z","timestamp":1788084630994,"version":"build-2784847793"},"reference-count":34,"publisher":"Wiley","issue":"12","license":[{"start":{"date-parts":[[2015,12,17]],"date-time":"2015-12-17T00:00:00Z","timestamp":1450310400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100004440","name":"Wellcome Trust","doi-asserted-by":"publisher","award":["WT082036AIA"],"award-info":[{"award-number":["WT082036AIA"]}],"id":[{"id":"10.13039\/100004440","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2016,12]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>\n                      Children with language impairment (\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      ) show heterogeneity in development. We tracked children from pre\u2010school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      .\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      We analyzed data from children identified as having preschool\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      , or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1\n                      <jats:italic>\n                        <jats:styled-content style=\"fixed-case\">SD<\/jats:styled-content>\n                      <\/jats:italic>\n                      below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      at later time points and then to classify\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      s as resolving, persisting or emerging.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      Persisting preschool\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      s were more severe and pervasive than resolving\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      s. Language and literacy outcomes were relatively poor for those with persisting\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      , and relatively good for those with resolving\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      . A significant proportion of children with average language abilities in preschool had\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      s that emerged in middle childhood \u2013 a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      groups. Children with early\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      s which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late\u2010emerging difficulties that persisted developed reading difficulties.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>\n                      Children with late\u2010emerging\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      are relatively common and are hard to detect in the preschool years. Our findings show that children whose\n                      <jats:styled-content style=\"fixed-case\">LI<\/jats:styled-content>\n                      s persist to the point of formal literacy instruction frequently experience reading difficulties.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.12497","type":"journal-article","created":{"date-parts":[[2015,12,17]],"date-time":"2015-12-17T10:50:23Z","timestamp":1450349423000},"page":"1360-1369","source":"Crossref","is-referenced-by-count":144,"title":["Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments"],"prefix":"10.1111","volume":"57","author":[{"given":"Margaret J.","family":"Snowling","sequence":"first","affiliation":[{"name":"Department of Experimental Psychology and St. John's College University of Oxford Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Fiona J.","family":"Duff","sequence":"additional","affiliation":[{"name":"Department of Experimental Psychology and St. John's College University of Oxford Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hannah M.","family":"Nash","sequence":"additional","affiliation":[{"name":"School of Psychology University of Leeds Leeds UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Hulme","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Sciences University College London London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2015,12,17]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"Test for reception of grammar (version 2)","author":"Bishop D.V.M.","year":"2003"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1990.tb00844.x"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshd.5202.156"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.130.6.858"},{"key":"e_1_2_8_6_1","volume-title":"Expressive and receptive one word picture vocabulary tests","author":"Brownell R.","year":"2000"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2005\/096)"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1080\/01690960042000012"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0142716400006445"},{"key":"e_1_2_8_10_1","doi-asserted-by":"crossref","first-page":"544","DOI":"10.1044\/1092-4388(2003\/044)","article-title":"Outcomes of early language delay 1. Predicting persistent and transient language difficulties at 3 and 4\u00a0years","volume":"46","author":"Dale P.S.","year":"2003","journal-title":"Journal of Speech, Language, and Hearing Research"},{"key":"e_1_2_8_11_1","volume-title":"Single word reading test 6\u201316","author":"Foster H.","year":"2007"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1177\/00222194050380030401"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2010\/09-0255)"},{"key":"e_1_2_8_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.dr.2005.11.002"},{"key":"e_1_2_8_15_1","volume-title":"York assessment of reading for comprehension: Early reading","author":"Hulme C.","year":"2009"},{"key":"e_1_2_8_16_1","doi-asserted-by":"publisher","DOI":"10.1111\/1469-7610.00674"},{"key":"e_1_2_8_17_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.12091"},{"key":"e_1_2_8_18_1","volume-title":"Test of early grammatical impairment","author":"Rice M.L.","year":"2001"},{"key":"e_1_2_8_19_1","doi-asserted-by":"crossref","first-page":"70","DOI":"10.1044\/jshr.3301.70","article-title":"Development of children with early delay","volume":"33","author":"Scarborough H.S.","year":"1990","journal-title":"Journal of Speech and Hearing Research"},{"key":"e_1_2_8_20_1","volume-title":"Clinical evaluation of language fundamentals","author":"Semel E.","year":"2003"},{"key":"e_1_2_8_21_1","doi-asserted-by":"publisher","DOI":"10.1111\/1469-7610.00651"},{"key":"e_1_2_8_22_1","doi-asserted-by":"publisher","DOI":"10.1037\/bul0000037"},{"key":"e_1_2_8_23_1","volume-title":"York assessment of reading for comprehension: Passage reading","author":"Snowling M.J.","year":"2009"},{"key":"e_1_2_8_24_1","volume-title":"Graded nonword reading test","author":"Snowling M.J.","year":"1996"},{"key":"e_1_2_8_25_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.21.4.1"},{"key":"e_1_2_8_26_1","doi-asserted-by":"publisher","DOI":"10.1044\/jslhr.4102.407"},{"key":"e_1_2_8_27_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.12412"},{"key":"e_1_2_8_28_1","doi-asserted-by":"publisher","DOI":"10.1044\/jslhr.4006.1245"},{"key":"e_1_2_8_29_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2003\/100)"},{"key":"e_1_2_8_30_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219410369096"},{"key":"e_1_2_8_31_1","volume-title":"Wechsler preschool and primary scale of intelligence","author":"Wechsler D.","year":"2003"},{"key":"e_1_2_8_32_1","volume-title":"Wechsler intelligence scale for children","author":"Wechsler D.","year":"2003"},{"key":"e_1_2_8_33_1","volume-title":"Wechsler individual assessment test","author":"Wechsler D.","year":"2005"},{"key":"e_1_2_8_34_1","volume-title":"Clinical evaluation of language fundamentals \u2013 preschool\u20102","author":"Wiig E.H.","year":"2006"},{"key":"e_1_2_8_35_1","doi-asserted-by":"publisher","DOI":"10.1111\/1460-6984.12073"}],"container-title":["Journal of Child Psychology and Psychiatry"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/api.wiley.com\/onlinelibrary\/tdm\/v1\/articles\/10.1111%2Fjcpp.12497","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/api.wiley.com\/onlinelibrary\/tdm\/v1\/articles\/10.1111%2Fjcpp.12497","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/jcpp.12497","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/onlinelibrary.wiley.com\/doi\/full-xml\/10.1111\/jcpp.12497","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/acamh.onlinelibrary.wiley.com\/doi\/pdf\/10.1111\/jcpp.12497","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,11,3]],"date-time":"2025-11-03T20:03:31Z","timestamp":1762200211000},"score":1,"resource":{"primary":{"URL":"https:\/\/acamh.onlinelibrary.wiley.com\/doi\/10.1111\/jcpp.12497"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2015,12,17]]},"references-count":34,"journal-issue":{"issue":"12","published-print":{"date-parts":[[2016,12]]}},"alternative-id":["10.1111\/jcpp.12497"],"URL":"https:\/\/doi.org\/10.1111\/jcpp.12497","archive":["Portico"],"relation":{},"ISSN":["0021-9630","1469-7610"],"issn-type":[{"value":"0021-9630","type":"print"},{"value":"1469-7610","type":"electronic"}],"subject":[],"published":{"date-parts":[[2015,12,17]]}}}