Literaturnachweis - Detailanzeige
Autor/inn/en | Werfel, Krystal L.; Krimm, Hannah |
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Titel | A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children with Specific Language Impairment |
Quelle | In: Journal of Speech, Language, and Hearing Research, 60 (2017) 9, S.2680-2686 (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1092-4388 |
DOI | 10.1044/2017_JSLHR-L-17-0059 |
Schlagwörter | Comparative Analysis; Reading Difficulties; Young Children; Language Impairments; Dyslexia; Reading Comprehension; Phonology; Language Skills Reading difficulty; Leseschwierigkeit; Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Leseverstehen; Fonologie; Language skill; Sprachkompetenz |
Abstract | Purpose: The purpose of this preliminary study was to (a) compare the pattern of reading subtypes among a clinical sample of children with specific language impairment (SLI) and children with typical language and (b) evaluate phonological and nonphonological language deficits within each reading impairment subtype. Method: Participants were 32 children with SLI and 39 children with typical language in Grades 2 through 4. Each child was classified as demonstrating 1 of 4 reading subtypes on the basis of word-level and text-level skills: typical reading, dyslexia, specific reading comprehension impairment, or garden variety reading impairment. In addition, phonological and nonphonological language skills were evaluated. Results: Children with SLI were more likely to exhibit reading impairments than children with typical language. Children with SLI were more likely to exhibit text-level deficits than children with typical language. Phonological language deficits were observed in children with word-level deficits, and nonphonological language deficits were observed in children with text-level deficits. Conclusions: The results indicate that the patterns of reading subtypes differ among children with SLI and children with typical language. The findings highlight the importance of simultaneously but separately considering word-level and text-level skills in studies of reading impairment. (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: slhr@asha.org; Web site: http://jslhr.pubs.asha.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |