What Influences Literacy Outcome in Children with Speech Sound Disorder?

Autor/inn/en	Peterson, Robin L.; Pennington, Bruce F.; Shriberg, Lawrence D.; Boada, Richard
Titel	What Influences Literacy Outcome in Children with Speech Sound Disorder?
Quelle	In: Journal of Speech, Language, and Hearing Research, 52 (2009) 5, S.1175-1188 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2009/08-0024)
Schlagwörter	Literacy; Children; Speech Impairments; Longitudinal Studies; Comparative Analysis; National Norms; Control Groups; Language Skills; Reading Difficulties; Phonological Awareness; Syntax; Intelligence Quotient; Language Impairments + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Child; Kind; Kinder; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Sprachkompetenz; Reading difficulty; Leseschwierigkeit; Intelligenzquotient; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps
Abstract	Purpose: In this study, the authors evaluated literacy outcome in children with histories of speech sound disorder (SSD) who were characterized along 2 dimensions: broader language function and persistence of SSD. In previous studies, authors have demonstrated that each dimension relates to literacy but have not disentangled their effects. Methods: Two groups of children (86 SSD and 37 controls) were recruited at ages 5-6 and were followed longitudinally. The authors report the literacy of children with SSD at ages 7-9, compared with controls and national norms, and relative to language skill and SSD persistence (both measured at age 5-6). Results: The SSD group demonstrated elevated rates of reading disability. Language skill but not SSD persistence predicted later literacy. However, SSD persistence was associated with phonological awareness impairments. Phonological awareness alone predicted literacy outcome less well than a model that also included syntax and nonverbal IQ. Conclusions: Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI). Magnitude of phonological impairment alone did not determine literacy outcome, as predicted by the core phonological deficit hypothesis. Instead, consistent with a multiple deficit approach, phonological deficits appeared to interact with other cognitive factors in literacy development. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10