Speech and Language Difficulties in Children with and without a Family History of Dyslexia

Autor/inn/en	Carroll, Julia M.; Myers, Joanne M.
Titel	Speech and Language Difficulties in Children with and without a Family History of Dyslexia
Quelle	In: Scientific Studies of Reading, 14 (2010) 3, S.247-265 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Reading Difficulties; Dyslexia; Risk; Speech Therapy; Genealogy; Language Impairments; Literacy; Children; Family Characteristics; Comparative Analysis; Predictor Variables; Models; Evaluation Methods; Grade 2; Elementary Education + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Risiko; Entwicklungsproximale Sprachtherapie; Logotherapie; Ahnenforschung; Genealogie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Prädiktor; Analogiemodell; School year 02; 2. Schuljahr; Schuljahr 02; Elementarunterricht
Abstract	Comorbidity between SLI and dyslexia is well documented. Researchers have variously argued that dyslexia is a separate disorder from SLI, or that children with dyslexia show a subset of the difficulties shown in SLI. This study examines these hypotheses by assessing whether family history of dyslexia and speech and language difficulties are separable risk factors for literacy difficulties. Forty-six children with a family risk of dyslexia (FRD) and 36 children receiving speech therapy (SLT) were compared to 128 typically developing children. A substantial number (41.3%) of the children with FRD had received SLT. The nature of their difficulties did not differ in severity or form from those shown by the other children in SLT. However, both SLT and FRD were independent risk factors in predicting reading difficulties both concurrently and 6 months later. It is argued that the results are best explained in terms of Pennington's (2006) multiple deficits model. (Contains 3 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10