A child’s early language development can be used to predict later language and literacy skills, as well as school readiness and academic success. It has long been a challenge to distinguish children who are “late talkers” and will eventually develop age-appropriate language skills from those who might have a language delay that requires intervention. This journal self-study primarily examines issues related to assessing language disorders in preschoolers, in an attempt to identify those children who may be at risk for language and learning difficulties and would benefit from support. Specifically, articles examine risk factors for being a late talker, alternative methods of screening for language impairment, and the usefulness of parent and teacher reports when screening bilingual children. One final article discusses collecting and reporting outcomes for preschool children with speech and language disorders. Clinicians can use this information to improve their approach to language screening and outcomes reporting for preschoolers on their caseload.

Learning Outcomes
You will be able to:

• discuss factors that contribute to late talking and language delays
• explain the benefits of latent class analysis for language screening
• describe the benefits and challenges of using parent and teacher reports when screening bilingual children
• discuss the use of the ICF-CY as a framework for measuring preschool speech and language outcomes

Learning Assessment
Online, multiple-choice exam