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

Overview

Journal Lang Speech Hear Serv Sch

Specialties Health Services
Otorhinolaryngology
Pediatrics

Date 2013 Jul 9

PMID 23833280

Citations 5

Authors

Crysten M Skebo

Barbara A Lewis

Lisa A Freebairn

Jessica Tag

Allison Avrich Ciesla

Catherine M Stein

Affiliations

Soon will be listed here.

Abstract

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.

Citing Articles

Self-Reported Communication Attitudes of Children With Childhood Apraxia of Speech: An Exploratory Study.

Keller S, Maas E Am J Speech Lang Pathol. 2023; 32(4S):1806-1824.

PMID: 36630889 PMC: 10561972. DOI: 10.1044/2022_AJSLP-22-00163.

Associations Between Speech Perception, Vocabulary, and Phonological Awareness Skill in School-Aged Children With Speech Sound Disorders.

Benway N, Garcia K, Hitchcock E, McAllister T, Leece M, Wang Q J Speech Lang Hear Res. 2021; 64(2):452-463.

PMID: 33514264 PMC: 8632510. DOI: 10.1044/2020_JSLHR-20-00356.

Preliteracy Speech Sound Production Skill and Linguistic Characteristics of Grade 3 Spellings: A Study Using the Templin Archive.

Overby M, Masterson J, Preston J J Speech Lang Hear Res. 2015; 58(6):1654-69.

PMID: 26380965 PMC: 4987032. DOI: 10.1044/2015_JSLHR-S-14-0276.

Adolescent outcomes of children with early speech sound disorders with and without language impairment.

Lewis B, Freebairn L, Tag J, Ciesla A, Iyengar S, Stein C Am J Speech Lang Pathol. 2015; 24(2):150-63.

PMID: 25569242 PMC: 4477798. DOI: 10.1044/2014_AJSLP-14-0075.

Neural Correlates of Developmental Speech and Language Disorders: Evidence from Neuroimaging.

Liegeois F, Mayes A, Morgan A Curr Dev Disord Rep. 2014; 1:215-227.

PMID: 25057455 PMC: 4104164. DOI: 10.1007/s40474-014-0019-1.

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