Pre-Literacy Skills of Subgroups of Children with Speech Sound Disorders

Autor/inn/en	Raitano, Nancy A.; Pennington, Bruce F.; Tunick, Rachel A.; Boada, Richard; Shriberg, Lawrence D.
Titel	Pre-Literacy Skills of Subgroups of Children with Speech Sound Disorders
Quelle	In: Journal of Child Psychology and Psychiatry, 45 (2004) 4, S.821-835 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2004.00275.x
Schlagwörter	Persistence; Language Impairments; Phonological Awareness; Literacy; Statistical Analysis; Children; Task Analysis; Disabilities; Speech Communication; Control Groups; Comparative Analysis + Suchen Sie Ihr Suchwort? Ausdauer; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Alphabetisierung; Schreib- und Lesefähigkeit; Statistische Analyse; Child; Kind; Kinder; Aufgabenanalyse; Handicap; Behinderung
Abstract	Background: The existing literature has conflicting findings about the literacy outcome of children with speech sound disorders (SSD), which may be due to the heterogeneity within SSD. Previous studies have documented that two important dimensions of heterogeneity are the presence of a comorbid language impairment (LI) and the persistence of SSD, but these factors have not been examined separately. Method: The current study used a 2 x 2 MANOVA design (with follow-up MANCOVAs) to examine how a comorbid language impairment (LI) and the persistence of SSD relate to pre-literacy skills in a sample of 5- to 6-year-old children with SSD. Results: Significant main effects for persistent SSD and LI were obtained, such that each factor was associated with worse performance on pre-literacy tasks, particularly those assessing phonological awareness (even with nonverbal IQ covaried). In addition, even SSD children with normalized speech without LI were found to have deficits on phonological awareness tasks relative to control participants. Conclusions: These results suggest that a history of SSD and comorbid LI are strong correlates of pre-literacy deficits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10