A Developmental Study of the Relation between Oral Language and Early Reading in Learning Disabled and Normally Achieving Children

1980 ◽  
Vol 3 (4) ◽  
pp. 54-61 ◽  
Author(s):  
D. Kim Reid ◽  
Wayne P. Hresko
Keyword(s):  
Oral Language ◽  
Reading Ability ◽  
Early Reading ◽  
Learning Disabled ◽  
Written Language ◽  
Group Differences ◽  
Developmental Study ◽  
Older Children ◽  
Significant Group ◽  
Normally Achieving

The purpose of this research was to investigate the developmental and group differences in learning disabled and normally achieving children on measures of oral and written language. Sixty five-, six-, and seven-year-old learning disabled children and the same number of normally achieving children were administered the Test of Early Reading Ability (Reid, Hresko, & Hammill, 1981) and the Test of Early Language Development (Hresko, Reid, & Hammill, 1981). Multivariate and univariate analyses of variance indicated significant group differences with normally achieving children scoring higher, and significant age differences with older children scoring higher. Further, significant and substantial correlations were found between the two measures for all groups except the normally achieving six-year-olds. The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. The educational implications suggest that the instruction of oral and written language should be approached in an integrated manner, and that teachers should strive to understand what abilities children bring to school before beginning instruction.

Narrative Discourse

1986 ◽  
Vol 51 (1) ◽  
pp. 8-23 ◽  
Author(s):  
Froma P. Roth ◽  
Nancy J. Spekman
Keyword(s):  
Age Differences ◽  
Learning Disabled ◽  
Narrative Discourse ◽  
Group Differences ◽  
Story Grammar ◽  
Significant Group ◽  
Normally Achieving ◽  
Age Related ◽  
Oral Narration ◽  
Oral Stories

Spontaneously generated oral stories were obtained from 93 learning-disabled (LD) and normally achieving (NA) students, 14 to 16 each at 8:0–9:11, 10:0–11:ll, and 12:0–13:11 age levels. The stories were analyzed using an adapted version of Stein and Glenn's (1979) story grammar. The results showed significant group and age differences. The stories told by the LD subjects contained fewer propositions and complete episodes and contained significantly fewer Minor Setting statements than those of their NA peers. Within an episode, the LD subjects were less likely to include Response, Attempt, and Plan statements than the NA counterparts. Group differences were also found in the area of interepisode relations. The major age-related findings were an increased occurrence of complete episodes and a greater frequency of embedded episodes as a function of increasing age. Findings are discussed with regard to the development of oral narration abilities. Explanations are offered to account for the storytelling deficits exhibited by the LD subjects.

Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level

1983 ◽  
Vol 6 (2) ◽  
pp. 155-165 ◽  
Author(s):  
Rochelle B. Simms ◽  
W. Donald Crump
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Secondary Level ◽  
Learning Disabled ◽  
Oral Language Development ◽  
Normally Achieving ◽  
Density Score ◽  
Crucial Component ◽  
Syntactic Development ◽  
Two Indices

Syntax is a crucial component of oral language development. Frequently, learning disabled children's oral language development is characterized by syntax problems. Hence, since deviations in oral language development may form the basis for identification of learning disabilities, adequate indices of oral language development are needed. The purpose of this study was to explore two indices of syntactic development in oral language, the T-unit and the Syntactic Density Score. Learning disabled students and a matched group of normally achieving peers were compared on these indices at four age levels. Results are reported for each measure along with a discussion and implications.

Morphological Development and Writing Ability in Children and Adults

1991 ◽  
Vol 22 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Hyla Rubin ◽  
Patricia A. Patterson ◽  
Miriam Kantor
Keyword(s):  
Language Learning ◽  
Learning Disabled ◽  
Spoken Language ◽  
Second Graders ◽  
Written Language ◽  
Written Expression ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Writing Ability ◽  
Normally Achieving

The purpose of this study was to investigate morphological knowledge in spoken language and its relationship to written representation of morphemes by normally achieving second graders, language-learning disabled children, and adults with literacy problems. Research dealing with the written expression of populations with language-learning difficulties has consistently indicated that these populations tend to make morphemic errors when spelling words. If a deficit in morphological knowledge is an underlying factor, then these individuals might also be expected to perform poorly on tasks that require them to apply morphological rules in spoken language (an implicit level of morphological knowledge) or to analyze the morphemic structure of spoken words (an explicit level of morphological knowledge). Analyses found both these levels of morphological knowledge to be highly related to morpheme use in written language samples, and suggest that morphological knowledge does not develop solely as a function of maturation or exposure to language. Implications of these findings for assessment and intervention are addressed.

A Longitudinal Investigation of Speaking Rate in Preschool Children Who Stutter

1999 ◽  
Vol 42 (6) ◽  
pp. 1367-1377 ◽  
Author(s):  
Kelly Dailey Hall ◽  
Ofer Amir ◽  
Ehud Yairi
Keyword(s):  
Preschool Children ◽  
Age Groups ◽  
Preschool Age ◽  
Speaking Rate ◽  
Group Differences ◽  
Control Group ◽  
Older Children ◽  
Cross Sectional ◽  
Significant Group ◽  
Rate Of Speech

Both clinical and theoretical interest in stuttering as a disorder of speech motor control has led to numerous investigations of speaking rate in people who stutter. The majority of these studies, however, has been conducted with adult and school-age groups. Most studies of preschoolers have included older children. Despite the ongoing theoretical and clinical focus on speaking rate in young children who stutter and their parents, no longitudinal or cross-sectional studies have been conducted to answer questions about the possible developmental link between stuttering and the rate of speech, or about differences in rate development between preschool children who stutter and normally fluent children. This investigation compared changes in articulatory rate over a period of 2 years in subgroups of preschool-age children who stutter and normally fluent children. Within the group of stuttering children, comparisons also were made between those who exhibited persistent stuttering and those who eventually recovered without intervention. Furthermore, the study compared two metrics of articulatory rate. Spontaneous speech samples, collected longitudinally over a 2-year period, were analyzed acoustically to determine speaking rate measured in number of syllables and phones per second. Results indicated no differences among the 3 groups when articulation rate was measured in syllables per second. Using the phones per second measure, however, significant group differences were found when comparing the control group to the recovered and persistent groups.

The Identification of High-School Dropouts Identified as Learning Disabled: Evaluating the Utility of a Discriminant Analysis Function

1992 ◽  
Vol 58 (5) ◽  
pp. 422-435 ◽  
Author(s):  
Larry Kortering ◽  
Norris Haring ◽  
Alan Klockars
Keyword(s):  
High School ◽  
Discriminant Function ◽  
Reading Ability ◽  
High School Dropouts ◽  
Learning Disabled ◽  
Group Differences ◽  
Future Research ◽  
School Dropouts ◽  
Family Socioeconomic Status ◽  
Linear Discriminant

This study examined the utility of a linear discriminant function to distinguish between students identified as learning disabled (LD) who had either been released from high school under codes suggestive of school dropout ( n = 213) or graduation ( n = 92). The discriminant function was comprised of six variables—student ethnicity, reading ability, family intactness, family socioeconomic status, school transfers, and school-initiated interruptions. The analysis determined that differences between the LD dropout sample and LD graduate sample were sufficient to allow for a discrimination between the groups. On the basis of group differences the discriminant function that was constructed correctly classified 83% of the school dropouts and 46% of the school graduates, for an overall 73% accuracy rate. Those factors contributing most to the function were the number of district-initiated interruptions, school transfers, and family intactness. Based on the findings, implications for school districts and future research are noted.

Language-Based Learning Disabilities

1980 ◽  
Vol 89 (5_suppl) ◽  
pp. 179-181
Author(s):  
Pamela E. Hook
Keyword(s):  
Learning Disabilities ◽  
Language Development ◽  
Language Comprehension ◽  
Oral Language ◽  
Reading Skills ◽  
Learning Disabled ◽  
Written Language ◽  
Background Information ◽  
Oral Language Development ◽  
The Relationship

The purpose of this paper is to highlight the complexity of the relationship between oral language development and the acquisition of reading skills. As background information, a hierarchy of language development including factors related to both oral and written language is discussed. Case studies of two learning-disabled males are presented to illustrate the differences in reading skills between two children with similar language comprehension abilities. Discussion of the underlying processing deficits responsible for these differences is also included.

The Language of Instructional Materials: A Source of Reading Problems

1982 ◽  
Vol 49 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Sandra McCormick ◽  
Alden J. Moe
Keyword(s):  
Reading Instruction ◽  
Oral Language ◽  
Learning Disabled ◽  
Reading Performance ◽  
Written Language ◽  
Instructional Materials ◽  
Disabled Students ◽  
Reading Abilities ◽  
Reading Materials ◽  
Sentence Patterns

A discussion of the effects of lack of congruency between children's language and the written language of reading materials is presented. The premise that written language is simply “talk written down” is challenged. Differences between these two forms of language in sentence patterns, vocabulary, intonation, and context exist. Failure to take into account the mismatch between oral language and written language can result in inaccurate assessment of the reading abilities of children and can affect their reading performance. Implications for reading instruction of learning disabled students are suggested by the differences in these two language forms.

Development of Print Awareness in Language-Disordered Preschoolers

1985 ◽  
Vol 28 (4) ◽  
pp. 521-526 ◽  
Author(s):  
Ronald B. Gillam ◽  
Judith R. Johnston
Keyword(s):  
Oral Language ◽  
High Frequency ◽  
Written Language ◽  
Group Differences ◽  
Questionnaire Data ◽  
Language Abilities ◽  
Print Awareness ◽  
Parent Questionnaire ◽  
Environmental Print ◽  
Normal Language

This study examined print awareness and related oral language abilities in language-disordered and normally developing preschoolers. Twenty subjects, ages 3:1 to 6:5 (years:months), were shown high frequency environmental print in four conditions varying in the amount of non-print information present in the print setting. They were asked to match the print to the object that it signified and to provide verbal labels for the same objects. Results indicated that normal-language children were responding meaningfully to print settings that contained reduced non-print cues while the language-disordered subjects were not. General language ability was correlated with print awareness, but knowledge of specific oral lexemes was not necessary for accurate print responses. Parent questionnaire data suggested that group differences did not result from differential prior experience with the print items. Results are discussed with reference to hypothesized relationships between oral and written language.

scholarly journals Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?

2018 ◽  
Vol 52 (1) ◽  
pp. 3-14 ◽  
Author(s):  
George C. Spanoudis ◽  
Timothy C. Papadopoulos ◽  
Spyroula Spyrou
Keyword(s):  
Reading Disability ◽  
Language Impairment ◽  
Oral Language ◽  
Specific Language Impairment ◽  
Developmental Disorders ◽  
Group Differences ◽  
Cognitive Level ◽  
Significant Group ◽  
Learning To Read ◽  
Specific Language

Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a linguistic and a cognitive level in an orthographically consistent language. Four groups of children participated in the study: an RD group ( n = 10), an SLI group ( n = 13), a possible comorbid group ( n = 9), and a control–no deficit group ( n = 20). Analysis showed that all three clinical groups in our sample performed similarly in phonological awareness and naming-speed tasks. However, significant group differences were observed in orthographic processing, reading, semantics, and phonological memory measures, thus supporting the view that SLI and RD are distinct disorders. Results are in line with previous findings indicating that SLI and RD share common characteristics, although the two conditions are manifested with different symptoms.

The contribution of oral language skills to the development of phonological awareness

2002 ◽  
Vol 23 (3) ◽  
pp. 399-416 ◽  
Author(s):  
DAVID H. COOPER ◽  
FROMA P. ROTH ◽  
DEBORAH L. SPEECE ◽  
CHRISTOPHER SCHATSCHNEIDER
Keyword(s):  
Phonological Awareness ◽  
Oral Language ◽  
Reading Ability ◽  
Principal Component ◽  
Early Reading ◽  
Second Grade ◽  
Full Sample ◽  
Oral Language Skills ◽  
Language Measures ◽  
Longitudinal Relationships

Phonological awareness skills are prerequisite to early reading, yet the development of phonological awareness is an understudied phenomenon. To identify factors that contribute to the development of phonological awareness, we investigated the longitudinal relationships among child background factors, structural oral language, and phonological awareness in a sample of 52 children from kindergarten to second grade and a subsample of this group who were nonreaders in kindergarten. Background measures were IQ, family literacy, socioeconomic status, and child's primary language; oral language measures were receptive and expressive semantics, syntax, and morphology; phonological awareness was measured by segmentation and blending. Principal component analysis of the structural language measures yielded a general oral language factor score. Regression analyses indicated that the background variables were unique predictors of kindergarten general oral language skill but did not predict phonological awareness skills. General oral language accounted for significant and substantial unique variance in phonological awareness each year for both the full sample and the subsample of nonreaders, controlling for reading ability. These findings suggest general oral language may contribute to the development of early reading through its significant influence on the development of phonological awareness.

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