Development of Oral Reading Fluency in Children with Speech or Language Impairments: A Growth Curve Analysis

Autor/inn/en	Puranik, Cynthia S.; Petscher, Yaacov; Al Otaiba, Stephanie; Catts, Hugh W.; Lonigan, Christopher J.
Titel	Development of Oral Reading Fluency in Children with Speech or Language Impairments: A Growth Curve Analysis
Quelle	In: Journal of Learning Disabilities, 41 (2008) 6, S.545-560 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408317858
Schlagwörter	Reading Fluency; Early Reading; Speech Impairments; Learning Disabilities; Language Impairments; Identification; Program Effectiveness; Grade 3; Reading Skills; Grade 1 + Suchen Sie Ihr Suchwort? Frühlesen; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Identifikation; Identifizierung; School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with SI or LI did not meet grade-level reading fluency benchmarks. Overall students with SI showed better performance than students with LI. Reading fluency performance was negatively related to the persistence of the SI or LI; the lowest performing students were those originally identified with SI or LI whose diagnosis changed to a learning disability. The results underscore the need to identify, monitor, and address reading fluency difficulties early among students with SI or LI. (Contains 5 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10