Phonologic Impairment and Prereading

Webster, Penelope E.; Plante, Amy Solomon; Couvillion, L. Michael

doi:10.1177/002221949703000402

Cited by 50 publications

(10 citation statements)

References 46 publications

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“…Thus, the PA tasks appear to index ongoing phonological impairments in 7- to 9-year-old children with SSD. This finding is consistent with previous studies reporting a variety of phonological impairments in individuals with a history of isolated SSD (Bird & Bishop, 1992; Snowling, 2000; Snowling et al, 2000; Webster, Plante, & Couvillion, 1997). Given the robust association between PA and literacy skill (Vellutino et al, 2004), it is quite surprising that there was a main effect of persistence on PA but not on literacy scores.…”

Section: Discussionsupporting

confidence: 93%

What Influences Literacy Outcome in Children With Speech Sound Disorder?

Peterson

Pennington

Shriberg

et al. 2009

J Speech Lang Hear Res

153

116

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Purpose: In this study, the authors evaluated literacy outcome in children with histories of speech sound disorder (SSD) who were characterized along 2 dimensions: broader language function and persistence of SSD. In previous studies, authors have demonstrated that each dimension relates to literacy but have not disentangled their effects. Methods: Two groups of children (86 SSD and 37 controls) were recruited at ages 5–6 and were followed longitudinally. The authors report the literacy of children with SSD at ages 7–9, compared with controls and national norms, and relative to language skill and SSD persistence (both measured at age 5–6). Results: The SSD group demonstrated elevated rates of reading disability. Language skill but not SSD persistence predicted later literacy. However, SSD persistence was associated with phonological awareness impairments. Phonological awareness alone predicted literacy outcome less well than a model that also included syntax and nonverbal IQ. Conclusions: Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI). Magnitude of phonological impairment alone did not determine literacy outcome, as predicted by the core phonological deficit hypothesis. Instead, consistent with a multiple deficit approach, phonological deficits appeared to interact with other cognitive factors in literacy development.

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Section: Discussionsupporting

confidence: 93%

What Influences Literacy Outcome in Children With Speech Sound Disorder?

Peterson

Pennington

Shriberg

et al. 2009

J Speech Lang Hear Res

153

116

View full text Add to dashboard Cite

show abstract

“…One of the most commonly examined skills used to predict early reading skills is phonological awareness (Catts, Fey, Zhang, & Tomblin, 1999; Justice, Bowles, & Skibbe, 2006; Nathan, Stackhouse, Goulandris, & Snowling, 2004; Scarborough, 1989; Webster, Plante, & Couvillion, 1997). Phonological awareness has been demonstrated to best predict reading comprehension in first and second grades, but at third and fourth grades, oral language skills such as vocabulary and narrative comprehension were found to be the strongest predictors (Storch & Whitehurst, 2002).…”

Section: Predictors Of Readingmentioning

confidence: 99%

“…First, the present study examined the impact of SSD on literacy acquisition. There is a growing body of research that indicates that students with SSD are at risk for literacy difficulties due to poor phonological skills (Lewis, Avrich, Freebairn, Taylor, et al, 2011; Ramus & Szenkovits, 2009; Webster et al, 1997). It is not known, however, whether or not students with early SSD follow a similar developmental trajectory in literacy acquisition as typical students without a history of SSD or LI.…”

Section: Purposementioning

confidence: 99%

Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

Skebo

Lewis

Freebairn

et al. 2013

LSHSS

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Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages.

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“…Bishop & Adams, 1990; Catts, 1993; Scarborough, 1990) suggest that, at least in the case of disordered speech development, the contribution of speech deficits to literacy problems is limited. On the other hand, at least one study has found that children with expressive speech disorders at 5 went on to have phonological awareness deficits at 6 and 7, and reading problems at 7 (Bird, Bishop & Freeman, 1995), and speech level at 3½ has been found to predict letter knowledge at 6 (Webster, Plante & Couvillion, 1997). In addition, more severe expressive phonological problems, particularly when measured by complex tasks such as word and nonword repetition, seem to be particularly predictive (Larrivee & Catts, 1999).…”

Section: Expressive Phonologymentioning

confidence: 99%

Genetic and environmental mediation of the prediction from preschool language and nonverbal ability to 7‐year reading

Hayiou‐Thomas

Harlaar²,

Dale

et al. 2006

Journal Research in Reading

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We use a genetically sensitive design to examine the relationship between language and nonverbal ability at 4½ and reading skills at 7 years of age in a sample of more than 1,000 children participating in the Twins Early Development Study. We find that nonphonological as well as phonological measures of early language make significant contributions towards the prediction of reading at 7, and that nonverbal ability at 4½ is an equally strong predictor. With respect to aetiology, we find substantial genetic contributions towards the relationship between early language skills and reading at 7, as well as a trend towards shared environmental influences. The genetic continuity is not specific to the verbal domain, however, as we also find a substantial genetic relationship between nonverbal ability at 4½ and reading at 7.

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Phonologic Impairment and Prereading

Cited by 50 publications

References 46 publications

What Influences Literacy Outcome in Children With Speech Sound Disorder?

What Influences Literacy Outcome in Children With Speech Sound Disorder?

Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

Genetic and environmental mediation of the prediction from preschool language and nonverbal ability to 7‐year reading

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