Firoj Al-Mamun, Md Emran Hasan, Nahida Bintee Mostofa, Marzia Akther, Tahnin Mashruba, Mohammad Arif, Amatul Haque Chaahat, Anha Bushra Salam, Maksuda Akter, Md Al Asif Abedin, Md Imtiaj Ahmad Bulbul, Md Shoeb Adnan, Md Shafiul Islam, Mst Shauda Ahmed, Md Sultan Mahmud Shahin, Saiful Islam, Mumtaz Mohammed Hussain, Abdullah Al Habib, Moneerah Mohammad ALmerab, David Gozal, Mohammad Muhit, Nitai Roy, Mohammed A Mamun
Prevalence and factors associated with digital addiction among students taking university entrance tests: a GIS-based study
BMC psychiatry
children language impairment li show heterogeneity development tracked children preschool middle childhood characterize three developmental trajectories resolving persisting emerging liwe analyzed data children identified preschool li family risk dyslexia together typically developing controls three time points t1 age 309 t3 508 t5 801 language measures reported t1 t3 t5 literacy abilities t3 t5 research diagnosis li irrespective recruitment group validated t1 composite language score derived measures receptive expressive grammar vocabulary score falling 1sd mean typical language group comparable measures t3 t5 used determine whether child li later time points classify lis resolving persisting emergingpersisting preschool lis severe pervasive resolving lis language literacy outcomes relatively poor persisting li relatively good resolving li significant proportion children average language abilities preschool lis emerged middle childhood high proportion children family risk dyslexia boys persisting resolving li groups children early lis resolved start formal literacy instruction tended good literacy outcomes children lateemerging difficulties persisted developed reading difficultieschildren lateemerging li relatively common hard detect preschool years findings show children whose lis persist point formal literacy instruction frequently experience reading difficulties