Growth of Reading Skills in Children with a History of Specific Language Impairment: The Role of Autistic Symptomatology and Language-Related Abilities

Autor/inn/en	St. Clair, Michelle C.; Durkin, Kevin; Conti-Ramsden, Gina; Pickles, Andrew
Titel	Growth of Reading Skills in Children with a History of Specific Language Impairment: The Role of Autistic Symptomatology and Language-Related Abilities
Quelle	In: British Journal of Developmental Psychology, 28 (2010) 1, S.109-131 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1348/026151009X480158
Schlagwörter	Language Impairments; Reading Skills; Autism; Symptoms (Individual Disorders); Children; Adolescents; Individual Development; Reading Comprehension; Verbal Ability + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading skill; Lesefertigkeit; Autismus; Psychiatrische Symptomatik; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Individuelle Entwicklung; Leseverstehen; Mündliche Leistung
Abstract	Individuals with a history of specific language impairment (SLI) often have subsequent problems with reading skills, but there have been some discrepant findings as to the developmental time course of these skills. This study investigates the developmental trajectories of reading skills over a 9-year time-span (from 7 to 16 years of age) in a large sample of individuals with a history of SLI. Relationships among reading skills, autistic symptomatology, and language-related abilities were also investigated. The results indicate that both reading accuracy and comprehension are deficient but that the development of these skills progresses in a consistently parallel fashion to what would be expected from a normative sample of same age peers. Language-related abilities were strongly associated with reading skills. Unlike individuals with SLI only, those with SLI and additional autistic symptomatology had adequate reading accuracy but did not differ from the individuals with SLI only in reading comprehension. They exhibited a significant gap between what they could read and what they could understand when reading. These findings provide strong evidence that individuals with SLI experience continued, long-term deficits in reading skills from childhood to adolescence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10