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Assessment, Diagnosis, and Recovery from Language Disorder at Kindergarten Age: A Practitioner's Guide

Assessment, Diagnosis, and Recovery from Language Disorder at Kindergarten Age: A Practitioner\'s Guide

In the field of speech-language pathology, the assessment and identification of children with language disorders at an early age are crucial for timely intervention and support. A recent research review titled "Assessment, Diagnosis, and Recovery From Language Disorder at Kindergarten Age: Research Review and Clinical Discussion" sheds light on the complex trajectories of language disorders and offers valuable insights for practitioners.

The study explores the phenomenon of "illusory recovery," where children with early-identified language disorders appear to have caught up with their peers by kindergarten age, only to face renewed challenges later in their academic journey. This blog will highlight key findings from the research and discuss practical implications for speech-language pathologists working with young children.

Key Findings

Clinical Implications

Given the findings of the study, practitioners should approach assessments and diagnostic decisions with caution, particularly when considering discontinuing support for children who appear to have resolved their language issues. Here are some evidence-based recommendations:

Encouraging Further Research

While the current study provides valuable insights, more research is needed to fully understand the trajectories of language disorders and the phenomenon of illusory recovery. Practitioners are encouraged to stay informed about emerging research and incorporate new findings into their clinical practice.

To read the original research paper, please follow this link: Assessment, Diagnosis, and Recovery From Language Disorder at Kindergarten Age: Research Review and Clinical Discussion.


Citation: Charest, M., Borger, P., Chan, C., Sanders, K., Yip, B., McFarlane, L., & Schneider, P. (2019). Assessment, diagnosis, and recovery from language disorder at kindergarten age: Research review and clinical discussion. Canadian Journal of Speech-Language Pathology and Audiology, 43(1), 49-61.
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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