Oral Language and Narrative Skills in Children with Specific Language Impairment with and without Literacy Delay: A Three-Year Longitudinal Study

Autor/inn/en	Vandewalle, Ellen; Boets, Bart; Boons, Tinne; Ghesquiere, Pol; Zink, Inge
Titel	Oral Language and Narrative Skills in Children with Specific Language Impairment with and without Literacy Delay: A Three-Year Longitudinal Study
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 6, S.1857-1870 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.05.004
Schlagwörter	Children; Language Impairments; Oral Language; Story Telling; Language Skills; Literacy; Longitudinal Studies; Kindergarten; Grade 1; Grade 2; Grade 3; Morphology (Languages); Vocabulary; Spelling; Listening Comprehension; Comparative Analysis + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Morphology; Morphologie; Wortschatz; Schreibweise; Hörverständnis
Abstract	This longitudinal study compared the development of oral language and more specifically narrative skills (storytelling and story retelling) in children with specific language impairment (SLI) with and without literacy delay. Therefore, 18 children with SLI and 18 matched controls with normal literacy were followed from the last year of kindergarten (mean age = 5 years 5 months) until the beginning of grade 3 (mean age = 8 years 1 month). Oral language tests measuring vocabulary, morphology, sentence and text comprehension and narrative skills were administered yearly. Based on first and third grade reading and spelling achievement, both groups were divided into a group with and a group without literacy problems. Results showed that the children with SLI and literacy delay had persistent oral language problems across all assessed language domains. The children with SLI and normal literacy skills scored also persistently low on vocabulary, morphology and story retelling skills. Only on listening comprehension and storytelling, they evolved towards the level of the control group. In conclusion, oral language skills in children with SLI and normal literacy skills remained in general poor, despite their intact literacy development during the first years of literacy instruction. Only for listening comprehension and storytelling, they improved, probably as a result of more print exposure. (Contains 2 figures and 3 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10