Cognitive and Linguistic Precursors to Early Literacy Achievement in Children With Specific Language Impairment

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Publication year
2009Number of pages
24 p.
Source
Scientific Studies of Reading, 13, 6, (2009), pp. 484-507ISSN
Publication type
Article / Letter to editor

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Organization
SW OW PWO [owi]
SW OZ BSI OLO
Journal title
Scientific Studies of Reading
Volume
vol. 13
Issue
iss. 6
Page start
p. 484
Page end
p. 507
Subject
Learning and PlasticityAbstract
This study investigated the role of cognitive and language skills as predictors of early literacy skills in children with Specific Language Impairment. A range of cognitive and linguistic skills were assessed in a sample of 137 eight-year-old children with SLI at the beginning of the school year, and 6 months later on word decoding and reading comprehension. The cognitive and linguistic measures revealed four factors that were called language, speech, short-term memory, and phonological awareness. Structural equation modeling showed word decoding to be predicted by speech, short-term memory, and phonological awareness, whereas reading comprehension was predicted by word decoding skills and short-term memory. It can be concluded that in children with SLI variations in early word decoding are mostly determined by speech abilities and short-term memory, and to a lesser extent by phonological awareness. Moreover, reading comprehension turns out to be highly dependent on word decoding and short-term memory.
This item appears in the following Collection(s)
- Academic publications [204994]
- Electronic publications [103242]
- Faculty of Social Sciences [27347]
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