Examining Relationships Between Caregiver Concerns and Family and Child Characteristics in Kindergarten Children at Risk for Language and Literacy Disorders

Purpose: Identification of children with language impairments often relies on care-givers raising concerns. However, caregivers may find it difficult to identify language impairment. This study examined how child and family characteristics were related to the likelihood that caregivers reported concerns about oral language and literacy to understand the possible underlying factors influencing ide ntification. Method: In a larger longitudinal study, kindergarten children (N = 385) completed a battery of oral language and literacy assessments. The caregivers completed a questionnaire including demographic information (e.g., caregiver education level) and reported concerns in the areas of oral language, literacy, speech, and attention/memory. We used two multiple logistic regressions to evaluate the predictors of caregivers’ concern about (a) oral language and (b) literacy . Results: Among the children with language difficulties, less than 40% of care-givers reported oral language concerns. Among the children with word reading difficulty, just over half of the caregivers reported literacy concerns. Oral lan-guage scores and attention concerns were significant predictors of caregivers’ oral language concerns. Word reading scores, caregiver education, speech con-cerns, and attention concerns were significant predictors of literacy concern. Conclusions: Although interpretations of caregivers’ concerns may vary accord-ing to our provided checklist, these concerns appear to be meaningful indica-tors of child language and literacy difficulties. These difficulties—particularly in oral language—often go unrecognized. Our findings underscore the need for universal language screening in early education and expanded caregiver educa-tion regarding language impairment. Relying solely on caregiver concern may lead to missing children in need of services.