Predictors of academic achievement and educational support for adolescents with developmental language disorder (DLD)
Sandgren, Olof LU
; Sahlén, Birgitta
LU
; Samuelsson, Christina
LU
and Ekström, Anna
(2025)
In Child Language Teaching and Therapy
41(2).
p.129-141
- Abstract
Purpose: Developmental language disorder (DLD) has known consequences on academic performance, and adaptations to teaching methods and material are often required to counteract negative outcomes. This study used first-hand reports from students with DLD and their caregivers to explore how individual and school-related factors influence academic achievement and provision of educational support. Method: We collected questionnaires from 246 Swedish adolescents with DLD and their caregivers. Binary logistic regression was used to model academic achievement and educational support as a function of individual (e.g. caregiver concern, heredity) and school-related (e.g. current difficulties in schoolwork, perceived complexity) predictors.... (More)
Purpose: Developmental language disorder (DLD) has known consequences on academic performance, and adaptations to teaching methods and material are often required to counteract negative outcomes. This study used first-hand reports from students with DLD and their caregivers to explore how individual and school-related factors influence academic achievement and provision of educational support. Method: We collected questionnaires from 246 Swedish adolescents with DLD and their caregivers. Binary logistic regression was used to model academic achievement and educational support as a function of individual (e.g. caregiver concern, heredity) and school-related (e.g. current difficulties in schoolwork, perceived complexity) predictors. Results: The odds of receiving passing grades are lower for participants with disorders affecting receptive, rather than expressive, language abilities, and passing grades can be successfully predicted using the participants’ own rating of the complexity of school-tasks. The odds of being provided educational support increase dramatically when DLD coincides with other conditions. Conclusions: The results indicate that the academic achievements of Swedish students with DLD depend on the subtype of language disorder and that the students’ own reports of school-task complexity hold valuable information to understand the educational needs. This information could be used for more unbiased decision-making, where the support to students with DLD is not conditioned on the presence of additional disorders.
(Less)
- author
- Sandgren, Olof
LU
; Sahlén, Birgitta
LU
; Samuelsson, Christina
LU
and Ekström, Anna
- organization
- publishing date
- 2025
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- academic achievement, adolescents, developmental language disorder, educational support
- in
- Child Language Teaching and Therapy
- volume
- 41
- issue
- 2
- pages
- 129 - 141
- publisher
- SAGE Publications
- external identifiers
-
- scopus:105007673852
- ISSN
- 0265-6590
- DOI
- 10.1177/02656590251339377
- language
- English
- LU publication?
- yes
- additional info
- Publisher Copyright: © The Author(s) 2025.
- id
- 8c65e9f5-f908-420d-a92f-4f727d5e84d6
- date added to LUP
- 2025-12-17 13:56:10
- date last changed
- 2025-12-19 16:19:04
@article{8c65e9f5-f908-420d-a92f-4f727d5e84d6,
abstract = {{<p>Purpose: Developmental language disorder (DLD) has known consequences on academic performance, and adaptations to teaching methods and material are often required to counteract negative outcomes. This study used first-hand reports from students with DLD and their caregivers to explore how individual and school-related factors influence academic achievement and provision of educational support. Method: We collected questionnaires from 246 Swedish adolescents with DLD and their caregivers. Binary logistic regression was used to model academic achievement and educational support as a function of individual (e.g. caregiver concern, heredity) and school-related (e.g. current difficulties in schoolwork, perceived complexity) predictors. Results: The odds of receiving passing grades are lower for participants with disorders affecting receptive, rather than expressive, language abilities, and passing grades can be successfully predicted using the participants’ own rating of the complexity of school-tasks. The odds of being provided educational support increase dramatically when DLD coincides with other conditions. Conclusions: The results indicate that the academic achievements of Swedish students with DLD depend on the subtype of language disorder and that the students’ own reports of school-task complexity hold valuable information to understand the educational needs. This information could be used for more unbiased decision-making, where the support to students with DLD is not conditioned on the presence of additional disorders.</p>}},
author = {{Sandgren, Olof and Sahlén, Birgitta and Samuelsson, Christina and Ekström, Anna}},
issn = {{0265-6590}},
keywords = {{academic achievement; adolescents; developmental language disorder; educational support}},
language = {{eng}},
number = {{2}},
pages = {{129--141}},
publisher = {{SAGE Publications}},
series = {{Child Language Teaching and Therapy}},
title = {{Predictors of academic achievement and educational support for adolescents with developmental language disorder (DLD)}},
url = {{http://dx.doi.org/10.1177/02656590251339377}},
doi = {{10.1177/02656590251339377}},
volume = {{41}},
year = {{2025}},
}