Late talking in young children in Saudi Arabia: Identifying key risk factors

• Published in: First language 2025-02
• Main Authors: Almohammadi, Alaa, Alaslani, Khadeejah, Alroqi, Haifa, Aljahlan, Yara, Alsulaiman, Roaa, Albeeshi, Aalya, Murad, Abdullah, Alnemary, Fahad
• Format: Article
• Language: English
• ISSN: 0142-7237; 1740-2344
• DOI: 10.1177/01427237251313562

The development of language skills is critical to the academic success and overall well-being of children. Research shows that late talking, defined as delayed expressive language development in toddlers, negatively impacts future language and literacy skills. The early identification of children at risk of late talking can significantly improve long-term outcomes in language development. However, data on late talkers among Saudi children are scarce. The present study aimed to address this gap by examining the prevalence and risk factors of late talking among Saudi toddlers, focusing on biological and environmental factors and the influence of socioeconomic status (SES) on home literacy environment (HLE) practices. A sample of 270 children aged 16–36 months participated. Expressive vocabulary size was measured using JISH Arabic Communicative Development Inventory: Words & Sentences–Short Form (JACDI: WS-SF), a Saudi Arabic adaptation of the MB-CDI. Caregivers completed a home-screening questionnaire that assessed various family and child variables, including SES, family history of language disorders, birth conditions, HLE practices, screen use, and parental self-efficacy in nurturing language development. The findings revealed that 11% of toddlers were at risk of late talking, with hearing or vision issues as key biological risks. While engagement in HLE practices significantly reduced the likelihood of late talking, excessive screen time increased such risks. The study did not find a significant association between SES factors, such as maternal education and household income, and participation in HLE practices. These insights have implications for researchers, clinicians, and policymakers in early childhood education and health.