TITLE

What Influences Literacy Outcome in Children With Speech Sound Disorder?

AUTHOR(S)
Peterson, Robin L.; Pennington, Bruce F.; Shriberg, Lawrence D.; Boada, Richard
PUB. DATE
October 2009
SOURCE
Journal of Speech, Language & Hearing Research;Oct2009, Vol. 52 Issue 5, p1175
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Purpose: In this study, the authors evaluated literacy outcome in children with histories of speech sound disorder (SSD) who were characterized along 2 dimensions: broader language function and persistence of SSD. In previous studies, authors have demonstrated that each dimension relates to literacy but have not disentangled their effects. Methods: Two groups of children (86 SSD and 37 controls) were recruited at ages 5-6 and were followed longitudinally. The authors report the literacy of children with SSD at ages 7-9, compared with controls and national norms, and relative to language skill and SSD persistence (both measured at age 5-6). Results: The SSD group demonstrated elevated rates of reading disability. Language skill but not SSD persistence predicted later literacy. However, SSD persistence was associated with phonological awareness impairments. Phonological awareness alone predicted literacy outcome less well than a model that also included syntax and nonverbal IQ. Conclusions: Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI).Magnitude of phonological impairment alone did not determine literacy outcome, as predicted by the core phonological deficit hypothesis. Instead, consistent with a multiple deficit approach, phonological deficits appeared to interact with other cognitive factors in literacy development.
ACCESSION #
45108141

 

Related Articles

  • A LONGITUDINAL STUDY OF EARLY IDENTIFICATION MARKERS FOR CHILDREN AT-RISK FOR READING DISABILITIES: THE MATTHEW EFFECT AND THE CHALLENGE OF OVER-IDENTIFICATION. McNamara, John K.; Scissons, Mary; Dahleu, Jody // Reading Improvement;Summer2005, Vol. 42 Issue 2, p80 

    The article describes a study evolving out of a collaboration between university researchers, special educators, classroom teachers, speech pathologists, and division-level administrators who were responding to a call from provincial administrators concerned with meeting the needs of children...

  • PHONOLOGICAL AWARENESS AND WORKING MEMORY IN CHILDREN WITH PHONOLOGICAL IMPAIRMENT. Pershey, Monica Gordon; Clickner, Patricia A. // College Reading Association Yearbook;2007, Issue 28, p170 

    A phonological impairment is a disturbance in children's speech sound production that occurs independently of physical or cognitive impairment. Phonological impairment may arise from inadequate mental representations of speech sounds and/or difficulty accessing representations. Affected children...

  • Language and Early Reading Among Children With Orofacial Clefts. Collett, Brent R.; Leroux, Brian; Speltz, Matthew L. // Cleft Palate-Craniofacial Journal;May2010, Vol. 47 Issue 3, p284 

    Objective: To test the hypothesis that children with orofacial clefts score lower than controls on measures of language and reading and to examine predictors of these outcomes. Design: Longitudinal study tracking the development of children with and without orofacial clefts from infancy through...

  • The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills. Roberts, Joanne; Jurgens, Julia; Burchinal, Margaret // Journal of Speech, Language & Hearing Research;Apr2005, Vol. 48 Issue 2, p345 

    This study examined how 4 specific measures of home literacy practices (i.e., shared book reading frequency, maternal book reading strategies, child's enjoyment of reading, and maternal sensitivity) and a global measure of the quality and responsiveness of the home environment during the...

  • Four-Year Follow-Up Study of Language Impaired Children. Stark, Rachel E.; Bernstein, Lynne E.; Condino, Rosemary; Bender, Michael; Tallal, Paula; Catts, III, Hugh // Annals of Dyslexia;1984, Vol. 34, p49 

    Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4½ and 8 years were tested at Time 1. They were retested three to four years later...

  • Subtypes of reading disability in a shallow orthography: a double dissociation between accuracy-disabled and rate-disabled readers of Hebrew. Shany, Michal; Share, David // Annals of Dyslexia;2011, Vol. 61 Issue 1, p64 

    Whereas most English language sub-typing schemes for dyslexia (e.g., Castles & Coltheart, ) have focused on reading accuracy for words varying in regularity, such an approach may have limited utility for reading disability sub-typing beyond English in which fluency rather than accuracy is the...

  • Longitudinal Prediction and Prevention of Early Reading Difficulty. Mann, Virginia A. // Annals of Dyslexia;1984, Vol. 34, p117 

    The results of many studies suggest that early reading problems are associated with deficiencies in certain spoken language skills. Children who encounter reading difficulty tend to be deficient in the perception of spoken words, the ability to retain linguistic material in temporary memory, and...

  • What Factors Place Children With Speech Sound Disorders at Risk for Reading Problems? Anthony, Jason L.; Aghara, Rachel Greenblatt; Dunkelberger, Martha J.; Anthony, Teresa I.; Williams, Jeffrey M.; Zhou Zhang // American Journal of Speech-Language Pathology;May2011, Vol. 20 Issue 2, p146 

    Purpose: To identify weaknesses in print awareness and phonological processing that place children with speech sound disorders (SSDs) at increased risk for reading difficulties. Method: Language, literacy, and phonological skills of 3 groups of preschool-age children were compared: a group of 68...

  • Characteristics of Speech Errors Produced by Children With and Without Delayed Phonological Awareness Skills. Rvachew, Susan; Pi-Yu Chiang; Evans, Natalia // Language, Speech & Hearing Services in Schools;Jan2007, Vol. 38 Issue 1, p60 

    Purpose: The purpose of this study was to examine the relationship between the types of speech errors that are produced by children with speech-sound disorders and the children's phonological awareness skills during their prekindergarten and kindergarten years. Method: Fifty-eight children with...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics