Journal ArticleDOI
The Relationship Between Speech-Language Impairments and Reading Disabilities
TLDR
Performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension, and measures of phonological awareness and rapid automatized naming were found to be the best predictors of written word recognition.Abstract:
A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.read more
Citations
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Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.
Johannes C. Ziegler,Usha Goswami +1 more
TL;DR: The authors develop a novel theoretical framework to explain cross-language data, which they label a psycholinguistic grain size theory of reading and its development.
Journal ArticleDOI
Prevalence of Specific Language Impairment in Kindergarten Children
J. Bruce Tomblin,Nancy L. Records,Paula Buckwalter,Xuyang Zhang,Elaine M. Smith,Marlea O’Brien +5 more
TL;DR: The prevalence estimates obtained fell within recent estimates for SLI, but demonstrated that this condition is more prevalent among females than has been previously reported.
Journal ArticleDOI
Clinical Practice Guideline Otitis Media with Effusion (Update)
Richard M. Rosenfeld,Jennifer J. Shin,Seth R. Schwartz,Robyn Coggins,Lisa Gagnon,Jesse M. Hackell,David Hoelting,Lisa L. Hunter,Ann W. Kummer,Spencer C. Payne,Dennis S. Poe,Maria C Veling,Peter M. Vila,Sandra A. Walsh,Maureen D. Corrigan +14 more
TL;DR: In this paper, the authors provide evidence-based recommendations to manage Otitis Media with effusion (OME), defined as the presence of fluid in the middle ear without signs or symptoms of acute ear infection.
Journal ArticleDOI
Oral language and code-related precursors to reading: Evidence from a longitudinal structural model.
TL;DR: This study examined code-related and oral language precursors to reading in a longitudinal study of 626 children from preschool through 4th grade, demonstrating that there is a high degree of continuity over time of both code- related and Oral language abilities.
Journal Article
Language comprehension in language-learning impaired children improved with acoustically modified speech
Paula Tallal,Steve Miller,Gail Bedi,G. Byma,Xiaoqin Wang,Srikantan S. Nagarajan,Christoph E. Schreiner,William M. Jenkins,Michael M. Merzenich +8 more
TL;DR: A speech processing algorithm was developed to create more salient versions of the rapidly changing elements in the acoustic waveform of speech that have been shown to be deficiently processed by language-learning impaired (LLI) children.
References
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Journal ArticleDOI
The nature of phonological processing and its causal role in the acquisition of reading skills
TL;DR: The causal role of phonological abilities in the acquisition of reading skills was explored in this article, where it was shown that phonological recoding in lexical access and phonetic receding in working memory are causally related to the ability to read.
Journal ArticleDOI
Decoding, Reading, and Reading Disability
TL;DR: In this paper, a simple model of reading is proposed, which holds that reading equals the product of decoding and comprehension, and it is argued that there must be three types of reading disability, resulting from an inability to decode or inability to comprehend, or both.
Journal ArticleDOI
Categorizing sounds and learning to read: A causal connection.
Lynette Bradley,Peter Bryant +1 more
TL;DR: This paper found that children who are backward in reading are strikingly insensitive to rhyme and alliteration and are at a disadvantage when categorizing words on the basis of common sounds even in comparison with younger children who read no better than they do.
Journal ArticleDOI
The simple view of reading
Wesley A. Hoover,Philip B. Gough +1 more
TL;DR: In this paper, a simple view of reading was outlined that consisted of two components, decoding and linguistic comprehension, both held to be necessary for skilled reading, and three predictions drawn from the simple view were assessed in a longitudinal sample of English-Spanish bilingual children in first through fourth grade.
Journal ArticleDOI
Reading: A psycholinguistic guessing game
TL;DR: In phonic centered approaches to reading, the preoccupation is with precise ͡letter identifi cation as mentioned in this paper, whereas in word-centered approaches, the focus is on word identif cations.