scholarly journals Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

2007 ◽  
Vol 28 (6) ◽  
pp. 438-447 ◽  
Author(s):  
Laura Sices ◽  
H Gerry Taylor ◽  
Lisa Freebairn ◽  
Amy Hansen ◽  
Barbara Lewis
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Speech Sound ◽  
Literacy Skills ◽  
Preschool Age ◽  
Early Literacy Skills ◽  
Speech Sound Disorders ◽  
Preschool Age Children

Attendance As a Predictor of Oral Language and Early Literacy Skills in Preschool-Age Children

2012 ◽  
Author(s):  
Lauren A. Carbonell ◽  
Nurit Sheinberg ◽  
Laura Olivos ◽  
Nathalie Franco ◽  
Jennifer Reiss
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Literacy Skills ◽  
Preschool Age ◽  
Early Literacy Skills ◽  
Preschool Age Children

Understanding Risk for Reading Difficulties in Children With Language Impairment

2016 ◽  
Vol 59 (6) ◽  
pp. 1436-1447 ◽  
Author(s):  
Kimberly A. Murphy ◽  
Laura M. Justice ◽  
Ann A. O'Connell ◽  
Jill M. Pentimonti ◽  
Joan N. Kaderavek
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Reading Difficulties ◽  
Recognition Task ◽  
Literacy Skills ◽  
Poor Readers ◽  
Early Literacy Skills ◽  
Poor Reading ◽  
Good And Poor Readers ◽  
Kindergarten Reading

Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.

Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education

2013 ◽  
Vol 48 (5) ◽  
pp. 482-494 ◽  
Author(s):  
Laura Justice ◽  
Jessica Logan ◽  
Joan Kaderavek ◽  
Mary Beth Schmitt ◽  
Virginia Tompkins ◽  
...  
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Early Literacy ◽  
Language Impairment ◽  
Early Childhood Special Education ◽  
Literacy Skills ◽  
Early Literacy Skills

Fine Motor Function and Oral-Motor Imitation Skills in Preschool-Age Children With Speech-Sound Disorders

2007 ◽  
Vol 46 (7) ◽  
pp. 604-611 ◽  
Author(s):  
Amy J. Newmeyer ◽  
Sandra Grether ◽  
Carol Grasha ◽  
Jaye White ◽  
Rachel Akers ◽  
...  
Keyword(s):  
Motor Function ◽  
Speech Sound ◽  
Preschool Age ◽  
Fine Motor ◽  
Speech Sound Disorders ◽  
Oral Motor ◽  
Motor Imitation ◽  
Fine Motor Function ◽  
Preschool Age Children

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

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