Samantha Parsons|Ingrid Schoon|Robert Rush|James Law
Long-term Outcomes for Children with Early Language Problems: Beating the Odds
University of London|University of London|Queen Margaret University|Queen Margaret University
children societyvolume 25 issue 3 p 202214 longterm outcomes children early language problems beating odds samantha parsons corresponding author samantha parsons institute education university london london uk correspondence samantha parsons centre longitudinal studies institute education university london 20 bedford way london wc uk tel 020 7612 6882 fax 020 7612 6671 email sparsonsioeacuksearch papers authoringrid schoon ingrid schoon institute education university london london uksearch papers authorrobert rush robert rush queen margaret university edinburgh uksearch papers authorjames law james law queen margaret university edinburgh uksearch papers author samantha parsons corresponding author samantha parsons institute education university london london uk correspondence samantha parsons centre longitudinal studies institute education university london 20 bedford way london wc uk tel 020 7612 6882 fax 020 7612 6671 email sparsonsioeacuksearch papers authoringrid schoon ingrid schoon institute education university london london uksearch papers authorrobert rush robert rush queen margaret university edinburgh uksearch papers authorjames law james law queen margaret university edinburgh uksearch papers author first published 01 april 2011 httpsdoiorg101111j10990860200900274xcitations 21read full textaboutpdf toolsrequest permissionexport citationadd favoritestrack citation shareshare give accessshare full text accessshare fulltext accessplease review terms conditions use check box share fulltext version articlei read accept wiley online library terms conditions useshareable linkuse link share fulltext version article friends colleagues learn morecopy url share linkshare onfacebooktwitterlinked inredditwechat abstract using 1970 british cohort study study examines factors promoting positive language development subsequent successful education employment transitions among children showing early receptive language problems age 5 find 61 per cent children early receptive language problems develop competent readers age 10 factors promoting positive language development include parental support importantly good school environment characterised children receiving remedial help post16 education employment experiences indicated competent reading associated less challenging journey adulthood findings discussed terms policy implications citing literature volume25 issue3may 2011pages 202214 relatedinformation