There is variation in when and how children develop speech in early
childhood. Some children experience difficulties in the process but many
of these have speech which is well developed by the time they start
school. Some children have persistent problems which continue into early
childhood. These problems can be associated with problems with
educational attainment in older childhood as well as having difficulties in
making themselves understood. Some of these children will have
problems with their speech as a result of subtle problems with the
coordination of the movements required for speech while others will
have difficulties associated with the cognitive skills involved in developing
speech. Some will have problems with both.
Genes have been identified which are associated with some types of
speech and language difficulties but it is not yet clear what part genes
may play in persistent speech sound disorder. The analysis outlined in this
proposal will enable us to determine to what extent children's problems
with speech after they have started school may be associated with
genetic factors rather than environmental factors. This information will
help us identify how best to help children who present with these
difficulties to speech and language therapists and in school.