Literacy skills in primary school‐aged children with pragmatic language impairment: a comparison with children with specific language impairment

Freed, Jenny; Adams, Catherine; Lockton, Elaine

doi:10.3109/13682822.2010.500316

Cited by 22 publications

(24 citation statements)

References 38 publications

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“…In the present study, the FGR children, regardless of gestational age at delivery, tended to have difficulties in phonological awareness (Table ), likely later reflected in their learning skills. These findings are in line with previous results for this FGR cohort : problems in communication skills may be associated with impaired reading and spelling skills in the FGR children .…”

Section: Discussionsupporting

confidence: 93%

Foetal growth restriction is associated with poor reading and spelling skills at eight years to 10 years of age

et al. 2017

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Aim: Foetal growth restriction (FGR) is associated with communication problems, which might lead to poor literacy skills. The reading and spelling skills of eight-to 10-year-old FGR children born at 24-40 gestational weeks were compared with those of their gestational age-matched, appropriately grown (AGA) peers. Methods:A prospectively collected cohort of 37 FGR and 31 AGA children was recruited prenatally at a Finnish tertiary care centre during 1998-2001. The children's reading and spelling skills were assessed using standardised tests for Finnish-speaking second and third graders.Results: Significantly more children performed below the 10th percentile normal values for reading and spelling skills in the FGR group than in the AGA group. At nine years of age, the FGR children had significantly poorer performance in word reading skills and reading fluency, reading accuracy and reading comprehension than the AGA controls. No betweengroup differences were detected at eight years of age.Conclusion: FGR is associated with poor performance in reading and spelling skills. A third of the FGR children performed below the 10th percentile normal values at nine years of age. These results indicate a need to continuously evaluate linguistic and literacy skills as FGR children age to ensure optimal support.

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Section: Discussionsupporting

confidence: 93%

Foetal growth restriction is associated with poor reading and spelling skills at eight years to 10 years of age

et al. 2017

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“…Mnogi istraživa i došli su do zaklju aka da greške u itanju nisu rezultat poreme aja relativno jednostavnog mehanizma koji upravlja fonetsko-grafemskom analizom, ve posledice poreme aja u semanti kim poljima i gramatikim kategorijama 1,5,9,10,11 . itanje naglas nije prosto dekodiranje jednog grafi kog sklopa u odgovaraju e glasove, ve je to prenošenje i primanje zna enja iz teksta.…”

Section: Uvodunclassified

“…Motorni mehanizmi artikulacije imaju presudnu ulogu u demutizacionom procesu, jer obuhvataju sve elemente sukcesivnog nastajanja govornih pokreta, koji dovode do formiranja govora (tzv. govorna kinestezija) 11,12 . U enje govora gluvog deteta ne odvija se prirodnim putem i nije bazirano na istim neuropsihološkim dispozicijama feed-backa koji postoji kod deteta koje uje, niti se stvara u periodu u kome još nije došlo do pre-mijelinizacije nervnih puteva.…”

Section: Uvodunclassified

“…U enje govora gluvog deteta ne odvija se prirodnim putem i nije bazirano na istim neuropsihološkim dispozicijama feed-backa koji postoji kod deteta koje uje, niti se stvara u periodu u kome još nije došlo do pre-mijelinizacije nervnih puteva. Govor deteta urednog sluha stvara se automatski, dok se kod gluvog deteta automatizam stvara praksom i velikom aktivnoš u razli itih segmenata centralnog nervnog sistema (CNS) 7,11,12 . Pri tome se svaki artikulacioni pokret pamti u formi engrama koji se u datim uslovima reprodukuju, što daje njihove posebnosti 4,10,[13][14][15][16] .…”

Section: Uvodunclassified

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Reading characteristics of deaf and hard-of-hearing pupils

Jasmina¹,

Ristić

Medenica

et al. 2012

VOJNOSANIT PREGL

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There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard-of-hearing children. It is essential that in deaf and heard-of-hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.

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“…) of children with DLD also have difficulties with reading; and Freed et al . () emphasized the heterogeneity of literacy difficulties for children with DLD. Some studies have indicated a direct role for oral language comprehension (Botting et al .…”

Section: Introductionmentioning

confidence: 99%

Language, literacy and cognitive skills of young adults with developmental language disorder (DLD)

Botting

2020

Intl J Lang & Comm Disor

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Background There is limited evidence concerning the longer term language, literacy and cognitive skills of young adults with developmental language disorder (DLD). Studies that exist suggest continuing difficulties with language and reading, but abilities may change over time. Aims This study aimed to examine the language, literacy and cognitive skills of young adults with and without DLD. Methods & Procedures Data were used from the Manchester Language Study data set which was collected from a group of young adults with DLD (recruited originally at 7 years of age from language units—specialist educational resource bases). Participants were assessed on their language, literacy and cognitive functioning when they were aged 24. A comparison group of age‐matched peers (AMPs; also 24 years old) were also assessed. For language and cognition, change in scores between 16 and 24 years was also available for analysis. Finally, self‐rated measures of literacy difficulties were taken at 24 years for functional reading and writing. Outcome & Results The results indicate that the young people with DLD in this sample continue to perform more poorly as a group on formal oral and written language tests. A small but significant minority of young adults with DLD also report functional reading and writing difficulties compared with AMPs despite reporting reading as often as their peer group. Compared with scores at 16 years of age, this subsample now appears to show slightly less risk of non‐verbal IQ difficulties, showing small but significant ‘catch‐up’ to AMPs. Conclusions & Implications These preliminary data suggest that at least some individuals with DLD experience marked linguistic difficulties in adulthood, and that the pathways of language, literacy and cognition are not entirely parallel for this group. Continued support and awareness of challenges for young adults with DLD may be useful.

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Literacy skills in primary school‐aged children with pragmatic language impairment: a comparison with children with specific language impairment

Abstract: The results demonstrate that there is a high level of literacy impairment within CwPLI and CwSLI, providing evidence that individualized literacy skill intervention is important for the long-term academic outcome of these children.

Cited by 22 publications

References 38 publications

Foetal growth restriction is associated with poor reading and spelling skills at eight years to 10 years of age

Foetal growth restriction is associated with poor reading and spelling skills at eight years to 10 years of age

Reading characteristics of deaf and hard-of-hearing pupils

Language, literacy and cognitive skills of young adults with developmental language disorder (DLD)

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