What Factors Place Children with Speech Sound Disorders at Risk for Reading Problems?

Autor/inn/en	Anthony, Jason L.; Aghara, Rachel Greenblatt; Dunkelberger, Martha J.; Anthony, Teresa I.; Williams, Jeffrey M.; Zhang, Zhou
Titel	What Factors Place Children with Speech Sound Disorders at Risk for Reading Problems?
Quelle	In: American Journal of Speech-Language Pathology, 20 (2011) 2, S.146-160 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2011/10-0053)
Schlagwörter	Reading Difficulties; Phonological Awareness; At Risk Students; Identification; Children + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Identifikation; Identifizierung; Child; Kind; Kinder
Abstract	Purpose: To identify weaknesses in print awareness and phonological processing that place children with speech sound disorders (SSDs) at increased risk for reading difficulties. Method: Language, literacy, and phonological skills of 3 groups of preschool-age children were compared: a group of 68 children with SSDs, a group of 68 peers with normal speech matched on receptive vocabulary, and a group of 68 peers with normal speech and language. Results: The SSD group demonstrated impairments in expressive phonological awareness (ts = 3.45 to 8.17, ps less than 0.001, effect size [ES] = 0.51 to 1.04), receptive phonological awareness (zs = 2.26 to 5.21, ps less than or equal to 0.02, ES = 0.39 to 0.79), accessing phonological representations (zs = 3.34 to 5.83, ps less than 0.001, ES = 0.59 to 0.91), quality of phonological representations (zs = 2.35 to 13.11, ps less than or equal to 0.02, ES = 0.44 to 1.56), and word reading (ts = 2.48 to 4.42, ps less than or equal to 0.01, ES = 0.22 to 0.54). Analyses of covariance found that lower performances of the SSD group on tests of phonological awareness and word reading could be explained by their weaknesses in quality and accessibility of phonological representations. Conclusions: The present study makes a significant theoretical contribution to the literature as the first study, to our knowledge, that has tested the hypothesis that weaknesses in representation-related phonological processing may underlie the difficulties in phonological awareness and reading that are demonstrated by children with SSDs. (Contains 6 tables.) (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://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10