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

Autor/inn/en	van Weerdenburg, Marjolijn; Verhoeven, Ludo; van Balkom, Hans; Bosman, Anna
Titel	Cognitive and Linguistic Precursors to Early Literacy Achievement in Children with Specific Language Impairment
Quelle	In: Scientific Studies of Reading, 13 (2009) 6, S.484-507 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Reading Comprehension; Structural Equation Models; Linguistics; Language Impairments; Phonological Awareness; Short Term Memory; Decoding (Reading); Emergent Literacy; Thinking Skills; Children; Reading Ability; Reading Instruction; Vocabulary; Oral Language; Phonemes; Foreign Countries; Indo European Languages; Evaluation; Netherlands; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Leseverstehen; Linguistik; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kurzzeitgedächtnis; Dekodierung; Frühleseunterricht; Denkfähigkeit; Child; Kind; Kinder; Reading competence; Lesekompetenz; Leseunterricht; Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Fonem; Ausland; Indoeuropäisch; Evaluierung; Niederlande
Abstract	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. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10