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A strong correlation between early language impairment and academic failure has been suggested by past research. This followup cohort study of 25 monolingual, disadvantaged grade 3 learners investigated whether the language impairments diagnosed in their preschool year were still evident after 3 years of school attendance, maturation and speech-language therapy. The results verified the persistence of preschool language impairments, which have been associated with poor reading and academic failure.

The Persistence of language Disorders in a Group of Disadvantaged Grade 3 Learners