Predictors of print knowledge in children with specific language impairment: experiential and developmental factors.

@article{McGinty2009PredictorsOP,
  title={Predictors of print knowledge in children with specific language impairment: experiential and developmental factors.},
  author={Anita S. McGinty and Laura M. Justice},
  journal={Journal of speech, language, and hearing research : JSLHR},
  year={2009},
  volume={52 1},
  pages={
          81-97
        }
}
  • A. McGinty, L. Justice
  • Published 1 February 2009
  • Psychology, Medicine
  • Journal of speech, language, and hearing research : JSLHR
PURPOSE Many children with specific language impairment (SLI) demonstrate delays in print knowledge, yet the reasons for these delays are not well understood. The present study investigates the degree to which developmental risk factors and home literacy experiences predict the print knowledge of children with SLI. METHOD Direct child measures, maternal reports, and observations from 41 mothers and their preschool-aged children with SLI assessed child language and attentional difficulties… 
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77 Citations
Highly Influential Citations
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Background Citations
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Methods Citations
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Results Citations
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77 Citations

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Relations among home literacy environment, child characteristics and print knowledge for preschool children with language impairment
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine…
Relations between Home Literacy Environment, Child Characteristics, and Print Knowledge for Preschool Children with Language Impairment
To contribute to the modest body of work examining the home literacy environment (HLE) and emergent literacy outcomes for children with disabilities, this study addressed two aims: (a) to determine…
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The maintenance of short-term effects to 1-year postintervention supports the value of early childhood teachers using print-focused read-alouds to improve the early-literacy skills of children with LI in their classrooms.
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The present findings suggest that preschool-age children with SLI display substantial individual differences with regard to their emergent literacy skills and that these differences cannot be fully determined by children's age or oral language performance.
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Results indicated that both groups of parents started reading to their children at an early age and owned at least 25 children’s books, however, parents of children with Down syndrome read to their child more often, reported higher child interest in reading, and more frequently played rhyming games with their child.
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The purpose of this study was to examine the impacts of print-focused read-alouds, implemented by early childhood special education (ECSE) teachers alone or in conjunction with caregivers, on the…
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