A longitudinal investigation of reading outcomes in children with language impairments.

@article{Catts2002ALI,
  title={A longitudinal investigation of reading outcomes in children with language impairments.},
  author={Hugh William Catts and Marc E. Fey and J. Bruce Tomblin and Xuyang Zhang},
  journal={Journal of speech, language, and hearing research : JSLHR},
  year={2002},
  volume={45 6},
  pages={
          1142-57
        }
}
  • H. CattsM. Fey Xuyang Zhang
  • Published 1 December 2002
  • Psychology, Education
  • Journal of speech, language, and hearing research : JSLHR
This investigation examined the reading outcomes of children with language impairments (LI). A large subsample of children who participated in an epidemiologic study of language impairments in kindergarten (J. B. Tomblin, N. Records, P. Buckwalter, X. Zhang, E. Smith, & M. O'Brien, 1997) was followed into second and fourth grades. Participants' language, reading, and nonverbal cognitive abilities were assessed. Results indicated that children with LI in kindergarten were at a high risk for… 
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Highly Influential Citations
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Background Citations
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Results Citations
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1,015 Citations

Reading achievement growth in children with language impairments.

This analysis showed that children with LI differed significantly from children with TL in initial level (2nd grade) of word recognition and reading comprehension, but they did not differ significantly in the shape of their growth trajectories.

Understanding Risk for Reading Difficulties in Children With Language Impairment.

It is suggested that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction.

Estimating the Risk of Future Reading Difficulties in Kindergarten Children: A Research-Based Model and Its Clinical Implementation.

Findings indicated that five kindergarten variables uniquely predicted reading outcome in second grade, including letter identification, sentence imitation, phonological awareness, rapid naming, and mother's education.

Early Writing Deficits in Preschoolers With Oral Language Difficulties

The findings from this study show that as early as preschool, children with weaker oral language skills lag behind their peers with stronger orallanguage skills in terms of their writing-related skills.

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LANGUAGE AND SPEECH PREDICTORS OF READING ACHIEVEMENT IN PRESCHOOL CHILDREN WITH LANGUAGE DISORDERS by Juliet K. Haarbauer-Krupa The purpose of this longitudinal study was to examine the relationship…

A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment.

The results indicate that the patterns of reading subtypes differ among children with SLI and children with typical language, highlighting the importance of simultaneously but separately considering word-level and text-level skills in studies of reading impairment.

Associated Reading Skills in Children with a History of Specific Language Impairment (SLI)

A large cohort of 200 eleven-year-old children with Specific Language Impairment (SLI) were assessed on basic reading accuracy and on reading comprehension as well as language tasks. Reading skills…

Reading trajectories of children with language difficulties from preschool through fifth grade.

Results supported the compensatory trajectory of development and speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.

What influences literacy outcome in children with speech sound disorder?

Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI).

[Language and behavioral difficulties at age 3 and half and reading delay in grade 2].

...

References

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