Reading Skills in Children with Suspected Childhood Apraxia of Speech and Children with Reading Disorders: Same or Different?

Autor/inn/en	Miller, Gabrielle J.; Lewis, Barbara A.
Titel	Reading Skills in Children with Suspected Childhood Apraxia of Speech and Children with Reading Disorders: Same or Different?
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 4, S.985-1005 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, Gabrielle J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Reading Skills; Speech Impairments; Reading Difficulties; Decoding (Reading); Elementary School Students; Middle School Students; Phonological Awareness; Language Tests; Reading Tests; Speech Tests; Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals; Woodcock Reading Mastery Test; Test of Word Reading Efficiency; Goldman Fristoe Test of Articulation + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Reading difficulty; Leseschwierigkeit; Dekodierung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Language test; Sprachtest; Lesetest; Sprechtest
Abstract	Purpose: The primary aim of this study was to compare decoding and literacyrelated skills of children with suspected childhood apraxia of speech (sCAS) to children with reading disorders (RD) and no history of speech sound disorder (RD-no SSD) to determine if the groups differ in decoding and the endophenotypes that contribute to RD. We also explored the association between language impairment (LI) and decoding and literacy-related skills within the participant group with sCAS. Method: Participants were school-age children and adolescents, 8-14 years of age, with a diagnosis of sCAS (n = 13) or RD-no SSD (n = 16). The sCAS and RD-no SSD groups were compared on measures of single-word decoding, oral language, motor-speech skills, phonological processing, and speech-in-noise perception, employing t tests and analysis of covariance. The sCAS + LI and sCAS-only groups were compared on similar measures using t tests. Results: Compared to the RD-no SSD group, the sCAS group performed significantly worse on measures of phonological processing, multisyllable word repetition, diadochokinetic rate, and speech-in-noise perception. The groups did not differ on measures of single-word decoding, with mean scores for both groups falling below average. All participants with sCAS + LI demonstrated deficits in literacy and literacy-related skills compared to a smaller percentage of the sCAS-only group. Conclusions: Children with sCAS and children with RD-no SSD demonstrate similar impairments in literacy. However, the endophenotypes underlying these difficulties can differ between the groups. Deficits in skills needed for literacy may require specifically tailored interventions to address reading difficulties for children with sCAS, especially for those with comorbid LI. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01