Detecting Preschool Language Impairment and Risk of Developmental Dyslexia

Autor/inn/en	Helland, Turid; Jones, Lise Øen; Helland, Wenche
Titel	Detecting Preschool Language Impairment and Risk of Developmental Dyslexia
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 2, S.295-311 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1274928
Schlagwörter	Language Impairments; Preschool Children; Language Skills; Correlation; Cutting Scores; Longitudinal Studies; At Risk Persons; Screening Tests; Identification; Communication Skills; Language Acquisition; Literacy; Norwegian; Foreign Countries; Check Lists; Statistical Analysis; Evidence Based Practice; Questionnaires; Gender Differences; Norway + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Risikogruppe; Screening-Verfahren; Identifikation; Identifizierung; Kommunikationsstil; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Norwegisch; Ausland; Checkliste; Statistische Analyse; Fragebogen; Geschlechterkonflikt; Norwegen
Abstract	This study assessed and compared results from evidence-based screening tools to be filled out by caregivers to identify preschool children at risk of language impairment (LI) and dyslexia. Three different tools were used: one assessing children's communicative abilities, one assessing risk of developmental dyslexia, and one assessing early language skills. Caregivers of 79 children filled out the schemes. A typical group (n = 51) and a risk group (n = 28) were established on the background of the cutoff scores of all three tools. As expected, there was a significant difference between the typical and the risk groups, with a moderate correlation between the tool scores. Only four children from the risk group were identified by all three tools; seven were identified by two tools, and 17 children were identified by one tool alone. These subgroups varied as to risk severity, gender, and heredity. The variations seen in the risk group are in line with large-scale studies pointing to persistent and late-onset LI. This should encourage evidence-based preschool screening by caretakers to detect early risks of LI and dyslexia. However, a longitudinal design with individual follow-up during literacy training in school would validate the use of these tools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01