# Late Talkers

## Language Development, Interventions, and Outcomes

**edited by**  
Leslie A. Rescorla, Ph.D.  
Bryn Mawr College  
Pennsylvania  
Baltimore·London·Sydney  
and  
Philip S. Dale, Ph.D.  
The University of New Mexico

## Excerpted from Late Talkers by Leslie A. Rescorla

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## Contents

- **I Identification and Classification of Late Talkers**  
  1. The Early Language in Victoria Study: Late Talkers, Predictors, and Outcomes  
     Edith L. Bavin and Lesley Bretherton  
  2. Population and Public Health Perspectives on Late Language Emergence at 24 Months as a Risk Indicator for Language Impairment at 7 Years  
     Catherine L. Taylor, Stephen R. Zubrick, and Mabel L. Rice  
  3. Danish Late Talkers: A First Portrait  
     Dorthe Bleses and Werner Vach  
  4. Distinguishing the Bilingual as a Late Talker from the Late Talker Who Is Bilingual  
     Barbara Zurer Pearson

- **II Characteristics and Causes**  
  5. Late Talker as a Clinical Category: A Critical Evaluation  
     Christine Dollaghan  
  6. Phonology and the Lexicon in Late Talkers

- **IV Interventions**  
  13. From Words to Early Sentences: Parent-Implemented Intervention for Late-Talking Toddlers  
     Luigi Girolametto, Elaine Weitzman, and Cindy Earle  
  14. Evidence-Based Language Intervention Approaches for Young Late Talkers  
     Lizbeth H. Finestack and Marc E. Fey  
  15. Which Late Talkers Require Intervention? Matching Child Characteristics and Risk Factors to Treatment  
     Stephen Camarata  
  16. Environmental Modification, Intervention, and the Late-Talking Child from a Public Health Perspective  
     James Law

- **V Conclusion**  
  17. Alternative Routes to Language Impairment  
     Laurence B. Leonard  
  18. Where Do We Stand Now? Conclusions and Future Directions  
     Leslie A. Rescorla and Philip S. Dale

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## About the Editors

**Leslie A. Rescorla, Ph.D.**  
Professor of Psychology, Bryn Mawr College, 101 North Merion Avenue, Bryn Mawr, PA 19010  
Dr. Rescorla's research interests include language delays in young children, longitudinal patterns of school achievement, and empirically based assessment of emotional and behavioral problems.

**Philip S. Dale, Ph.D.**  
Professor, Department of Speech and Hearing Sciences, The University of New Mexico, 1700 Lomas Blvd NE, Suite 1300, Albuquerque, NM 87131  
Dr. Dale's research has focused on the causes and consequences of individual differences in language development, the relationship between oral language and early literacy development.

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## Evidence-Based Language Intervention Approaches for Young Late Talkers

Speech-language pathologists working with 2-year-olds identified as late talkers (LTs) have several options when planning and implementing speech-language services. These options include:  
- **General Language Stimulation**  
- **Focused Stimulation**  
- **Milieu Teaching**

### General Language Stimulation  
This approach involves creating a rich language environment tailored to a child's interests. It provides opportunities for the child to hear frequent adult models of developmentally appropriate language and to use language at the edge of their abilities.

### Focused Language Stimulation  
Focused stimulation differs from general stimulation by targeting specific language forms or constructions that the child is encouraged to use in context. For example, if a child needs to expand their vocabulary, activities would include a high density of models for the child to practice.

### Milieu Teaching  
Milieu teaching occurs during naturalistic activities. The clinician identifies specific goals and modifies contexts to create opportunities for the child to use target language behaviors. In contrast to focused stimulation, children are prompted to imitate forms directly.

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Each of these approaches has shown to be effective in facilitating language development for late talkers, with varying focuses on intervention techniques and environments.