Literacy Outcomes of Children with Early Childhood Speech Sound Disorders: Impact of Endophenotypes

Autor/inn/en	Lewis, Barbara A.; Avrich, Allison A.; Freebairn, Lisa A.; Hansen, Amy J.; Sucheston, Lara E.; Kuo, Iris; Taylor, H. Gerry; Iyengar, Sudha K.; Stein, Catherine M.
Titel	Literacy Outcomes of Children with Early Childhood Speech Sound Disorders: Impact of Endophenotypes
Quelle	In: Journal of Speech, Language, and Hearing Research, 54 (2011) 6, S.1628-1643 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/10-0124)
Schlagwörter	Spelling; Articulation (Speech); Structural Equation Models; Oral Language; Language Impairments; Phonological Awareness; Young Children; Genetics; Memory; Speech Impairments; Child Language; Reading Skills; Writing Skills; Speech Skills; Preadolescents; Elementary School Students; Psychomotor Skills; Phonology; Vocabulary; Decoding (Reading); Predictor Variables; Reading Achievement + Suchen Sie Ihr Suchwort? Schreibweise; Oral interpretation; Mündlicher Sprachgebrauch; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Frühe Kindheit; Humangenetik; Gedächtnis; Language handicps; Language impairments; 'Children''s language'; Kindersprache; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Mündliche Leistung; Sprachfertigkeit; Pre-adolescence; Präadoleszenz; Psychomotorische Aktivität; Fonologie; Wortschatz; Dekodierung; Prädiktor; Leseleistung
Abstract	Purpose: To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic. Method: Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined. Results: Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linkage studies demonstrated linkage for reading, spelling, and written expression measures to regions on chromosomes 1, 3, 6, and 15 that were previously linked to oral motor skills, articulation, phonological memory, and vocabulary at early childhood testing. Conclusions: Endophenotypes predict school-age literacy outcomes over and above that predicted by clinical diagnoses of SSD or language impairment. Findings suggest that these shared endophenotypes and common genetic influences affect early childhood SSD and later school-age reading, spelling, spoken language, and written expression skills. (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