To examine the relationship between language comprehension disorders and psychosocial development in students from school entry to Grade 9.
Longitudinal study design tracking students from school entry through Grade 9
Assessment of language development and psychosocial symptoms regularly over time
Analysis of trends in anxiety and depression related to language comprehension impairments
Students with language comprehension disorders show higher rates of anxiety and depression over time.
Vulnerable populations exhibit significant psychosocial challenges as they progress through grades.
Early intervention may mitigate negative psychosocial outcomes for affected students.
Resumen
This study highlights that students with impairments in language development are particularly vulnerable for maladaptive psychosocial development throughout primary and secondary education.