Discontinuation of specialist educational provision for children with DLD in the Netherlands: performance and predictors

Background. Developmental Language Disorder (DLD) is characterized by large heterogeneity, but little is known about the variation in specialist educational support that children with DLD receive. This longitudinal study compared the language and reading performance of children with DLD for whom provision had been discontinued at age 7 or 8 years and children with DLD for whom it was continued, relative to typically developing (TD) controls. Additionally, we investigated linguistic, cognitive and environmental predictors of the discontinuation of provision. Methods. Monolinguals and bilinguals... Mehr ...