Explaining the Academic Achievement at School Leaving for Pupils with a History of Language Impairment: Previous Academic Achievement and Literacy Skills

Autor/inn/en	Dockrell, Julie E.; Lindsay, Geoff; Palikara, Olympia
Titel	Explaining the Academic Achievement at School Leaving for Pupils with a History of Language Impairment: Previous Academic Achievement and Literacy Skills
Quelle	In: Child Language Teaching and Therapy, 27 (2011) 2, S.223-237 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659011398671
Schlagwörter	Language Impairments; Standardized Tests; Academic Achievement; Verbal Ability; Literacy; Educational Attainment; Student Characteristics; Special Needs Students; Language Skills; Language Tests; Speech Language Pathology; Longitudinal Studies; Speech Therapy + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Standadised tests; Standardisierter Test; Schulleistung; Mündliche Leistung; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsabschluss; Bildungsgut; Sonderpädagogischer Förderbedarf; Language skill; Sprachkompetenz; Language test; Sprachtest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Entwicklungsproximale Sprachtherapie; Logotherapie
Abstract	The relationships are explored between language and literacy and academic success at 16 years in an English sample of 62 young people with a history of specific language impairment identified at 8 years. Data were available from national assessments at 16 and 14; in addition the pupils had completed a range of standardized tests to examine language, literacy and non-verbal ability at 10 years and 8 months and at 16 years. Concurrent measures of literacy had the highest correlations with academic performance. However, analysis revealed a complex model identifying relationships between academic performance at 16 and previous academic attainments in secondary school (national assessments at 14) and a measure of language (listening to paragraphs, Clinical Evaluation of Language Fundamentals 3 or CELF-R[superscript UK]; Peers et al., 1999). Standardized measures of literacy, non-verbal ability and listening to paragraphs (CELF-R[superscript UK]) taken at age 11 accounted for over 50% of the variance in performance on Key Stage 3 (KS3) assessments at 14 in English, maths and science. Current gaps in our understanding of the factors that support successful school performance are discussed. (Contains 5 tables, 2 figures, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10