Expressive versus Receptive Language Skills in Specific Reading Disorder

Autor/inn/en	Stojanovik, Vesna; Riddell, Patricia
Titel	Expressive versus Receptive Language Skills in Specific Reading Disorder
Quelle	In: Clinical Linguistics & Phonetics, 22 (2008) 4-5, S. 305-310 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
Schlagwörter	Forschungsbericht; Receptive Language; Expressive Language; Language Skills; Reading Difficulties; Neurological Impairments; Nonverbal Communication; Short Term Memory; Foreign Countries; Language Impairments; United Kingdom (England) + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Language skill; Sprachkompetenz; Reading difficulty; Leseschwierigkeit; Neurodegenerative Erkrankung; Non-verbal communication; Nonverbale Kommunikation; Kurzzeitgedächtnis; Ausland; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	Despite ample research into the language skills of children with specific reading disorder no studies so far have investigated whether there may be a difference between expressive and receptive language skills in this population. Yet, neuro-anatomical models would predict that children who have specific reading disorder which is not associated with movement or attention difficulties, would have lower receptive language skills than expressive. This study investigates the difference between expressive and receptive language skills in a sample of 17 children with specific reading difficulty aged between 7 and 12 years. They were administered a battery of two receptive and two expressive language measures. The results showed that as the neuro-anatomical model would predict, the children scored significantly lower on tests of receptive than on tests of expressive language skills. (Contains 3 tables.) (Author).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10