|CPP Eligibility Factor: Child Is in Need of Language Development|
|In need of language
development, including but not limited to the ability to
speak English. (22-28-106 (1) (a) (II) C.R.S.).
|Significance of Factor in regards to School Readiness||Language skills are integral
to emotional, social and cognitive development.
Between 40% and 75% of preschoolers with early language impairment develop reading difficulties later, often in combination with other academic achievement problems (National Research Council, 1998). By the end of first grade, children who have delayed language development usually score in the bottom quartile on reading assessment measures. More than 8 out of 10 children who read poorly at the end of first grade will still read poorly at
the end of fourth grade (Juel, 1988).
Children who receive early language support and improve their language skills are significantly less likely to experience later reading difficulties (Catts et al., 2002; Disckinson & McCabe, 2001).
children have difficulty understanding others and expressing
themselves, social and emotional adjustment programs can
arise as well. Children with delayed or disordered language
are at increased risk
|How It May Be Documented||
Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT press.
Brown, F., Aylward, E., & Keogh, B. (1996).
The relationship between language and learning disabilities.
LD Online. Retrieved August 7, 2009, from
Catts, H., Fey, M., Tomblin, J., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.
Colorado Department of Education. (2007). Guidebook on designing, delivering, and evaluating services for English language learners. English Language Acquisition Unit Report on English Language Learners in Colorado.
Dickinson, D., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research and Practice, 16, 186-202.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades.Journal of Educational Psychology, 4, 437-447.
Neustaedter, R. (2005). Children with Delays
in Language. Holistic Pediatric Association.
Retrieved June 2, 2011 from
Pianta, R., Cox, M., & Snow, K. (2007). School Readiness & the Transition to Kindergarten in the Era of Accountability. Maryland: Brookes Publishing.
Regaldo, M., Goldenberg, C., & Appel, E. (2001).Reading and early literacy. (Policy Brief No. 11). Los Angeles: UCLA Center for Healthier Children, Families and Communities.
Roth, F. & Paul, D. (March 2009). Early reading and writing development.National Center for Learning Disabilities.
National Research Council (1998).Preventing Reading Difficulties in Young Children. Washington D.C.: National Academy Press.
Additional Resources for Families and Staff:
Colorado Department of Education Comprehensive Literacy Plan (Birth to 12): http://www.cde.state.co.us/coloradoliteracy/CLP/downloads/CLPDraftJanuary2012.pdf
Reading Rockets: Reading Tips for Parents (fact sheets in 13 languages), http://www.readingrockets.org/article/18935
Association— Speech, Language, and Hearing Milestones: Birth
to Age Five DVD (free
clips available on Web site)
Early Literacy: Policy and Practice in the
NAEYC Position Statement on Learning to Read