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Reading and Metaphonological Outcomes in Late Talkers
Speech-Language Pathology Faculty Publications
  • Rhea Paul, Sacred Heart University
  • Candace Murray
  • Kathleen Clancy
  • David Andrews
Document Type
Publication Date
Children with a history of slow expressive language development (SELD) were followed to second grade, at which point outcomes in terms of speech, language, cognitive skills, reading achievement, and metaphonological performance were evaluated. Although there were some statistically significant differences between groups, children with a history of SELD generally performed within the normal range on the measures collected. Relations among speech, reading, and metaphonology in the SELD cohort appeared to operate in a manner similar to that seen in groups with typical language development. The implications of these findings for understanding the nature of specific language impairments and for treating early circumscribed language delays are discussed.

Originally published:

Paul, Rhea, Murray, C., Clancy, K., Andrews, D. "Reading and Metaphonological Outcomes in Late Talkers." Journal of Speech Language and Hearing Research 40.5 (1997): 1037-1047.

Citation Information
Rhea Paul, Candace Murray, Kathleen Clancy and David Andrews. "Reading and Metaphonological Outcomes in Late Talkers" (1997)
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