Associated reading skills in children with a history of Specific Language Impairment (SLI)

Reading and Writing

Volumn 19, Issue 1, 2006, Pages 77-98

  Botting, N ^a   Simkin, Z ^a   Conti Ramsden, G ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 31744448382     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-005-4322-4     Document Type: Review

References (48)

1. Bishop, D. V. M. (1982). Test for reception of grammar Manchester: University of Manchester.
2. Bishop, D. V. M. (2001). Genetic influences on language impairment and literacy problems in children: Same or different?. Journal of Child Psychology and Psychiatry, 42, 189-198.
3. Bishop, D. V. M. (1997). Pre- and perinatal hazards and family background in children with specific language impairments: A study of twins. Brain and Language, 56, 1-26.
4. Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027-1050.
5. Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different?. Psychological Bulletin, 130, 858-886.
6. Brinton, B., Fujiki, M., Montague, E. C., & Hanton, J. L. (2000). Children with language impairments in cooperative work groups: A pilot study. Language, Speech and Hearing Services in Schools, 31(3), 252-264.
7. Botting, N. (2005). Non-verbal cognitive development and language impairment. Journal of Child Psychology and Psychiatry, 46(3), 317-326.
8. Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability and component skills. Journal of Educational Psychology, 96(1), 31-42.
9. Cain, K., & Oakhill, J. (1996). The nature of the relation between comprehension skill and the ability to tell a story. British Journal of Developmental Psychology, 14, 187-201.
10. Carroll, J., & Snowling, M. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 43, 631-640.
11. Catts, H. (1991). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41, 163-177.
12. Catts, H. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948-958.
13. Catts, H., Fey, M., Tomblin, J., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language and Hearing Research, 45, 1142-1157.
14. Conti-Ramsden, G., & Botting, N. (1999a). Classification of children with specific language impairment: Longitudinal considerations. Journal of Speech, Language and Hearing Research, 42, 1195-1204.
15. Conti-Ramsden, G., & Botting, N. (1999b). Characteristics of children attending language units in England: A national sludy of 7-year-olds. International Journal of Language and Communication Disorders, 34, 359-366.
16. Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language, and Hearing Research, 47, 145-161.
17. Conti-Ramsden, G., Crutchley, A., & Botting, N. (1997). The extent to which psychometric tests differentiate subgroups of children with SLI. Journal of Speech, Language and Hearing Research, 40, 765-777.
18. Conti-Ramsden, G., Donlan, C., & Grove, J. (1992). Characteristics of children with specific language impairment attending language units. European Journal of Disorders of Communication, 27, 325-342.
19. Dunn, L., Dunn, L., Whetton, C., & Burley, J. (1998). British picture vocabulary scale II Windsor: NFER-Nelson.
20. Elliot, C. D. (1983). British ability scales Windsor: NFER-Nelson.
21. Farmer, M. (1996). Associations and disassociations in specific language impairment. Issues in normal and disordered child language: From phonology lo narrative. Proceedings of the child language seminar, University of Reading, 1996.
22. Goldman, R., & Fristoe, M. (1986). Goldman-Fristoe test of articulation.Circle pines Minnesota: American Guidance Service.
23. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
24. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
25. Hick, R., Botting, N., & Conti-Ramsden, G. (2005). Cognitive abilities in children with specific language impairment (SLI): Consideration of visuo-spatial skills. International Journal of Language and Communication Disorders, 40(2), 137-149.
26. Hohnen, B., & Stevenson, J. (1999). The structure of genetic influences on cognitive, language, phonological and reading abilities. Developmental Psychology, 35(2), 590-603.
27. I-CAN (1994). Language list (4th ed.). London: WW Hawes Printers.
28. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology and morphology. Journal of Experimental Child Psychology, 71, 30-60.
29. Marchman, V. A., Wulfeck, B., & Ellis-Weismer, S. E. (1999). Morphological productivity in children with normal language and SLI: A study of the English past tense. Journal of Speech, Language and Hearing Research, 42, 206-219.
30. McArthur, G. M., Hogben, J. H., Edwards, S. M., Heath, S. M., & Mengler, E. D. (2000). On the "specifics" of specific reading disability and specific language impairment. Journal of Child Psychology and Psychiatry, 41, 869-874.
31. Nation, K., & Snowling, M. J. (1998). Individual differences in contextual facilitation: Evidence from dyslexia and poor reading comprehension. Child Development, 69, 996-1011.
32. Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443-468.
33. Raven, J. C. (1986). Coloured progressive matrices London: HK Lewis.
34. Renfrew, C. (1991). The bus story: A test of continuous speech Old Headington, Oxford, UK: C.E. Renfrew, 2a North Place.
35. Richman, N., Stevenson, J., & Graham, P. (1982). Preschool to school: A behavioural study London: Academic Press.
36. Sattler, J. M. (1974). Assessment of children's intelligence Philadelphia: Saunders.
37. Scarborough, H. S., & Dobrich, W. (1990). Development of children with early language delay. Journal of Speech and Hearing Research, 33, 70-83.
38. Silva, P. A., McGee, R., & Williams, S. M. (1985). Developmental language delay from three to seven years and it's significance for low intelligence and reading difficulties at age seven. Developmental Medicine and Child Neurology, 25, 783-793.
39. Snowling, M., Bishop, D. V. M., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence?. Journal of Child Psychology and Psychiatry, 41, 587-600.
40. Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model based meta analysis. Review of Educational Research, 56, 72-110.
41. Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language and Hearing Research, 41, 407-418.
42. Tabachnick, B. G., & Fidell, L. S. (1996). Using multivariate statistics. New York: Harper Collins.
43. Tallal, P., Curtiss, S., & Kaplan, R. (1988). The San Diego longitudinal study: Evaluating the outcomes of preschool impairments in language development. In S. G. Gerber Mencher (Ed.), International perspectives on communication disorders (pp. 86-126). Washington, DC: Gallaudet University Press.
44. Tallal, P., Dukette, K., & Curtiss, S. (1989). Behavioral/emotional profiles of pre-school language impaired children. Development and Psychopathology, 1, 51-67.
45. Wechsler, D. (1992). Wechsler intelligence scale for children (3rd ed.). London: The Psychological Corporation Limited.
46. Wechsler, D. (1993). Wechsler objective reading dimensions London: The Psychological Corporation Limited.
47. Wilson, B., & Risucci, D. (1988). The early identification of developmental language disorders and the prediction for the acquisition of reading skills. In R. Marsland & M. Marsland (Eds.), Preschool prevention of reading failure (pp. 187-203). Parkton, MD: York Press.
48. Williams, K. (1997). Expressive vocabulary test Circle Pines, Minnesota: American Guidance Service.