The Fragile Nature of Phonological Awareness in Children with Specific Language Impairment: Evidence from Literacy Development

Autor/inn/en	Zourou, Filio; Ecalle, Jean; Magnan, Annie; Sanchez, Monique
Titel	The Fragile Nature of Phonological Awareness in Children with Specific Language Impairment: Evidence from Literacy Development
Quelle	In: Child Language Teaching and Therapy, 26 (2010) 3, S.347-358 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659010369288
Schlagwörter	Phonological Awareness; Language Impairments; Young Children; Literacy; Longitudinal Studies; Reading Comprehension; Spelling; Decoding (Reading); Oral Language; Foreign Countries; France + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Frühe Kindheit; Alphabetisierung; Schreib- und Lesefähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Schreibweise; Dekodierung; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Frankreich
Abstract	Previous studies have suggested that children with specific language impairment (SLI) risk encountering subsequent literacy difficulties, due to difficulties in phonological awareness (PA). This longitudinal study provides evidence in support of this view based on a group of 20 French-speaking children with SLI examined at the start of learning to read. It also investigates the specific difficulties in reading decoding, reading comprehension and spelling. The sample was tested on standardized measures of phonological awareness, nonverbal skills, morphosyntax, reading, and spelling. The assessment was performed twice separated by an interval of 30 months. At Time 2, the results indicated normal scores on phonological awareness. Despite this, the sample scored poorly on literacy tasks, and the majority exhibited particularly striking deficits on spelling. We argue that there is a reciprocal influence between the early PA deficit and the subsequent literacy development in children with SLI. The sample of the study presented normal PA skills after 2 or 3 years of schooling. Nonetheless, most of the participants experienced difficulties on the literacy tasks, thus proving that the acquired PA skills were fragile and not sufficiently developed to cope with tasks more complicated than typical PA tasks. (Contains 4 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10