Preliteracy Speech Sound Production Skill and Later Literacy Outcomes: A Study Using the Templin Archive

Autor/inn/en	Overby, Megan S.; Trainin, Guy; Smit, Ann Bosma; Bernthal, John E.; Nelson, Ron
Titel	Preliteracy Speech Sound Production Skill and Later Literacy Outcomes: A Study Using the Templin Archive
Quelle	In: Language, Speech, and Hearing Services in Schools, 43 (2012) 1, S.97-115 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2011/10-0064)
Schlagwörter	Spelling; Phonological Awareness; Kindergarten; Grade 3; Literacy; Grade 2; Vocabulary Skills; Grade 1; Speech Therapy; Archives; Outcome Measures; Reading Achievement; Speech Impairments; Speech Communication; Speech Language Pathology; Communication Disorders; Correlation; Predictor Variables; Longitudinal Studies + Suchen Sie Ihr Suchwort? Schreibweise; School year 03; 3. Schuljahr; Schuljahr 03; Alphabetisierung; Schreib- und Lesefähigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Aktiver Wortschatz; School year 01; 1. Schuljahr; Schuljahr 01; Entwicklungsproximale Sprachtherapie; Logotherapie; Archivwesen; Archiv; Leseleistung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Kommunikationsstörung; Korrelation; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Purpose: This archival study examined the relationship between the speech sound production skill of kindergarten children and literacy outcomes in Grades 1-3 in a data set where most children's vocabulary skills were within normal limits, speech therapy was not provided until 2nd grade, and phonological awareness instruction was discouraged at the time data were collected. Method: Data were accessed from the Templin Archive (2004), and the speech sound production skill of 272 kindergartners were examined relative to literacy outcomes in 1st and 2nd grade (reading) and 3rd grade (spelling). Results: Kindergartners in the 7th percentile for speech sound production skill scored more poorly in 1st- and 2nd-grade reading and 3rd-grade spelling than did kindergartners with average speech sound production skill; kindergartners in the 98th percentile achieved superior literacy skills compared to the mean. Phonological awareness mediated the effects of speech sound production skill on reading and spelling; vocabulary did not account for any unique variance. Conclusion: Speech sound disorders appear to be an overt manifestation of a complex interaction among variables influencing literacy skills, including nonlanguage cognition, vocabulary, letter knowledge, and phonological awareness. These interrelationships hold across the range of speech sound production skill, as children with superior speech sound production skill experience superior literacy outcomes. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10