{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,31]],"date-time":"2026-08-31T17:13:30Z","timestamp":1788196410978,"version":"build-2803163510"},"reference-count":64,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2008,11,5]],"date-time":"2008-11-05T00:00:00Z","timestamp":1225843200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2009,1]]},"abstract":"<jats:p>The aim of the study was to examine the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH\u2014) and identify which language constructs (receptive or expressive) and which ages (2 or 3 years) are related to expressive and receptive language abilities, phonological awareness, and reading abilities at ages 5 and 7 years. Participants included 99 children (40 FH+ and 59 FH\u2014) who received a standardized neuropsychological battery at 2, 3, 5, and 7 years of age. As a group, the FH+ children had significantly lower scores on all language measures at 2 and 3 years, on selected language and phonological awareness measures at 5 years, and on phonological awareness and nonword reading at 7 years. Language comprehension at 3 years was the best predictor of later language and early reading for both groups. These results support past work suggesting that children with a positive family history of LLI are at greater risk for future language and reading problems through their preschool and early school-age years. Furthermore, language comprehension in the early years is a strong predictor of future language-learning status.<\/jats:p>","DOI":"10.1177\/0022219408326215","type":"journal-article","created":{"date-parts":[[2008,11,14]],"date-time":"2008-11-14T20:55:37Z","timestamp":1226696137000},"page":"61-75","source":"Crossref","is-referenced-by-count":39,"title":["Using Early Standardized Language Measures to Predict Later Language and Early Reading Outcomes in Children at High Risk for Language-Learning Impairments"],"prefix":"10.1177","volume":"42","author":[{"given":"Judy F.","family":"Flax","sequence":"first","affiliation":[{"name":"Rutgers University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Teresa","family":"Realpe-Bonilla","sequence":"additional","affiliation":[{"name":"Rutgers University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cynthia","family":"Roesler","sequence":"additional","affiliation":[{"name":"Rutgers University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Naseem","family":"Choudhury","sequence":"additional","affiliation":[{"name":"Rutgers University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"April","family":"Benasich","sequence":"additional","affiliation":[{"name":"Rutgers University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2008,11,5]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1080\/02796015.1989.12085444"},{"key":"atypb2","volume-title":"From first words to grammar: Individual differences and dissociable mechanisms","author":"Bates, E.","year":"1988"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1016\/S0166-4328(02)00098-0"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1990.tb00844.x"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.3109\/13682828609019845"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-8749.1995.tb11932.x"},{"key":"atypb7","unstructured":"Brzustowicz, L.M. 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