Reading skills of students with speech sound disorders at three stages of literacy development

Language, Speech, and Hearing Services in Schools

Volumn 44, Issue 4, 2013, Pages 360-373

  Skebo, Crysten M ^a   Lewis, Barbara A ^a   Freebairn, Lisa A ^a   Tag, Jessica ^a   Ciesla, Allison Avrich ^a   Stein, Catherine M ^a  

^a CASE WESTERN RESERVE UNIVERSITY   (United States)

Author keywords

Language; Literacy; Phonological awareness; Reading development; Speech sound disorders

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; COGNITION; COMPARATIVE STUDY; CROSS-SECTIONAL STUDY; DEVELOPMENTAL LANGUAGE DISORDER; EARLY CHILDHOOD INTERVENTION; FEMALE; HUMAN; INTELLIGENCE TEST; LANGUAGE; LANGUAGE DEVELOPMENT; LONG TERM MEMORY; LONGITUDINAL STUDY; MALE; PHONETICS; PHONOLOGICAL AWARENESS; PHYSIOLOGY; PSYCHOLOGICAL ASPECT; READING; READING DEVELOPMENT; SOCIAL CLASS; SPEECH DISORDER; SPEECH SOUND DISORDERS; SPEECH THERAPY; STATISTICS; STUDENT;

LANGUAGE; LITERACY; PHONOLOGICAL AWARENESS; READING DEVELOPMENT; SPEECH SOUND DISORDERS;

ADOLESCENT; CHILD; COGNITION; CROSS-SECTIONAL STUDIES; EARLY INTERVENTION (EDUCATION); FEMALE; HUMANS; INTELLIGENCE TESTS; LANGUAGE DEVELOPMENT; LANGUAGE DEVELOPMENT DISORDERS; LANGUAGE THERAPY; LONGITUDINAL STUDIES; MALE; PHONETICS; READING; RETENTION (PSYCHOLOGY); SOCIAL CLASS; SPEECH-LANGUAGE PATHOLOGY; STUDENTS;

EID: 84885589549     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461(2013/12-0015)     Document Type: Article

References (76)

1. Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom the best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39, 414-431.
2. Al Otaiba, S., Kosanovich, M. L., & Torgesen, J. K. (2012). Assessment and instruction for phonemic awareness and word recognition skills. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (3rd ed., pp. 112-140). New York, NY: Pearson.
3. American Speech-Language-Hearing Association. (2010). Roles and responsibilities of speech-language pathologists in schools [Professional Issues Statement]. Available at www.asha.org/policy.
4. Anthony, J. L., Aghara, R. G., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z. (2011). What factors place children with speech sound disorder at risk for reading problems? American Journal of Speech-Language Pathology, 20, 146-160.
5. Apel, K., & Lawrence, J. (2011). Contribution of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorders. Journal of Speech, Language, and Hearing Research, 54, 1312-1327.
6. Bird, J., Bishop, D. V. M., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 31, 446-462.
7. Bishop, D. V., & Adams, C. A. (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.
8. Catts, H. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948-958.
9. Catts, H. W. (2009). The narrow view of reading promotes a broad view of comprehension. Language, Speech, and Hearing Services in Schools, 40, 178-183.
10. Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech and Hearing Research, 45, 1142-1147.
11. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-362.
12. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (2001). Estimating the risk of future reading difficulties in kindergarten children:Aresearch-based model and its clinical implementation. Language, Speech, and Hearing Services in Schools, 32, 38-50.
13. Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences on reading-related abilities. Journal of Learning Disabilities, 36, 151-164.
14. Catts, H. W., & Kamhi, A. G. (2005). Language and reading disabilities (2nd ed.). Boston, MA: Allyn & Bacon.
15. Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
16. Chall, J. S. (1987). Reading development in adults. Annals of Dyslexia, 37, 240-251.
17. DeThorne, L. S., Petrill, S. A., Schatschneider, C., & Cutting, L. (2010). Conversational language use as a predictor of early reading development: Language history as a moderating variable. Journal of Speech, Language, and Hearing Research, 53, 209-223.
18. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test (Third Edition). Circle Pines, MN: AGS.
19. Ehri, L. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 383-417). White Plains, NY: Longman.
20. Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14, 135-163.
21. Fallon, K. A., & Katz, L. A. (2011). Providing written language services in the schools: The time is now. Language, Speech, and Hearing Services in Schools, 42, 3-17.
22. Fletcher, J. M., Foorman, B. R., Boudousquie, A., Barnes, M. A., Schatschneider, C., & Francis, D. J. (2002). Assessment of reading and learning disabilities: A research-based interventionoriented approach. Journal of School Psychology, 40(1), 7-63.
23. Foster, W. A., & Miller, M. (2007). Development of the literacy achievement gap: A longitudinal study of kindergarten through third grade. Language, Speech, and Hearing Services in Schools, 38, 173-181.
24. Foy, J. G., & Mann, V. A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25, 799-830.
25. Fuchs, D., & Young, C. (2006). On the irrelevance of intelligence in predicting responsiveness to reading instruction. Exceptional Children, 73, 8-30.
26. Gardner, M. F. (1990). Expressive One-Word Picture Vocabulary Test. Revised. Novato, CA: Academic Therapy Publications.
27. Gathercole, S. E., & Baddeley, A. D. (1990). Phonological memory deficits in language disordered children-Is there a causal connection? Journal of Memory and Language, 29, 336-360.
28. Goldman, R., & Fristoe, M. (1986). The Goldman-Fristoe Test of Articulation. Circle Pines, MN: AGS.
29. Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
30. Hogan, T. P., Catts, H. W., & Little, T. D. (2005). The relationship between phonological awareness and reading: Implications for the assessment of phonological awareness. Language, Speech, and Hearing Services in Schools, 36, 285-293.
31. Hollingshead, A. B. (1975). Four Factor Index of Social Class. New Haven, CT: Yale University.
32. Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
33. Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print concept knowledge: A study of typical and at-risk 3-to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37, 224-235.
34. Kamhi, A. G. (2012). Perspectives on assessing and improving reading comprehension. In A. G. Kamhi & H. W. Catts (Eds.), Language and reading disabilities (3rd ed., pp. 146-162). New York, NY: Pearson.
35. Kamhi, A. G., & Catts, H. W. (2012). Language and reading disabilities (3rd ed.). New York, NY: Pearson.
36. Khan, L., & Lewis, N. (1986). Khan-Lewis Phonological Analysis. Circle Pines, MN: AGS.
37. Leitão, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: Long-term follow-up. International Journal of Language and Communication Disorders, 39(2), 245-256.
38. Lewis, B., Avrich, A., Freebairn, L., Hansen, A., Sucheston, L., Kuo, I., Stein, C. (2011). Outcomes of children with speech sound disorders: Impact of endophenotypes. Journal of Speech, Language, and Hearing Research, 54, 1628-1643.
39. Lewis, B. A., Avrich, A. A., Freebairn, L. A., Taylor, H. G., Iyengar, S. K., & Stein, C. M. (2011). Subtyping children with speech sound disorders by endophenotypes. Topics in Language Disorders, 31(2), 112-127.
40. Lewis, B. A., & Freebairn, L. A. (1998). Speech production skills of nuclear family members of children with phonology disorders. Language and Speech, 41, 45-61.
41. Lewis, B. A., Freebairn, L. A., Hansen, A. J., Stein, C. M., Shriberg, L. D., Iyengar, S. K., & Taylor, H. G. (2006). Dimensions of early speech sound disorders: A factor analytic study. Journal of Communication Disorders, 39, 139-157.
42. Lewis, B. A., Freebairn, L. A., & Taylor, H. G. (2000). Predicting school-age outcomes for children with histories of speech sound disorders. Journal of Communication Disorders, 33, 11-30.
43. Lewis, B. A., Freebairn, L. A., & Taylor, H. G. (2002). Correlates of spelling abilities in children with early speech disorders. Reading and Writing: An Interdisciplinary Journal, 15, 389-407.
44. Lombardino, L. J., Riccio, C. A., Hynd, G. W., & Pinheiro, S. B. (1997). Linguistic deficits in children with reading disabilities. American Journal of Speech-Language Pathology, 6, 71-78.
45. Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties: A test of the "critical age" hypothesis. Journal of Speech, Language, and Hearing Research, 47, 377-391.
46. Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 4, 342-356.
47. Nippold, M. (2007). Later language development: School-age children, adolescents, and young adults (3rd ed.). Austin, TX: Pro-Ed.
48. Overby, M. S., Trainin, G., Smit, A. B., Bernthal, J. E., & Nelson, R. (2012). Preliteracy speech sound production skill and literacy outcomes: A study using the Templin archive. Language, Speech, and Hearing Services in Schools, 43, 97-115.
49. Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40, 184-202.
50. Perfetti, C. (1985). Reading ability. New York, NY: Oxford University Press.
51. Peterson, R. L., Pennington, B. F., Shriberg, L. D., & Boada, R. (2009). What influences literacy outcome in children with speech sound disorder? Journal of Speech, Language, and Hearing Research, 52, 1175-1188.
52. Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56-115.
53. Raitano, N. A., Pennington, B. F., Tunick, R. A., Boada, R., & Shriberg, L. D. (2004). Pre-literacy skills of subgroups of children with phonological disorder. Journal of Child Psychology and Psychiatry, 45, 821-835.
54. Ramus, F., & Szenkovits, G. (2009). Understanding the nature of the phonological deficit. In K. Pugh & P. McCardle (Eds.), How children learn to read: Current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice (pp. 153-169). Taylor and Francis Group, New York, NY: Psychology Press.
55. Robbins, J., & Klee, T. (1987). Clinical assessment of oropharyngeal motor development in young children. Journal of Speech and Hearing Disorders, 52, 271-277.
56. Roman, A. A., Kirby, J. R., Parrila, R. K., Wade-Wooley, L., & Deacon, S. H. (2009). Toward a comprehensive view of the skills involved in word reading in grades 4, 6, and 8. Journal of Experimental Child Psychology, 102, 96-113.
57. Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
58. Scarborough, H. S. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 3-24). Mahwah, NJ: Erlbaum.
59. Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265-282.
60. Semel, E., Wiig, E. H., & Secord, W. A. (1995). Clinical Evaluation of Language Fundamentals (Third Edition). San Antonio, TX: The Psychological Corporation.
61. Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K., Fletcher, J., Brady, S., Shaywitz, B. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 95-112.
62. Sices, L., Taylor, H. G., Freebairn, L., Hansen, A., & Lewis, B. (2007). Relationship between speech-sound disorders and early literacy skills in preschool-age children: Impact of comorbid language impairment. Journal of Developmental and Behavioral Pediatrics, 28, 438-447.
63. 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.
64. Stein, C. M., Schick, J. H., Taylor, H.G., Shriberg, L. D., Millard, C., Kundtz-Kluge, A., Iyengar, S. K. (2004). Pleiotropic effects of a chromosome 3 locus on speech-sound disorder and reading. American Journal of Human Genetics, 74, 283-297.
65. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and coderelated precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
66. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O'Brien, M. (1997). Prevalence of specific language impairments in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245-1260.
67. Verhoeven, L., & Van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407-423.
68. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological awareness and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
69. Wagner, R., Torgesen, J., & Rashotte, C. (1999). Comprehensive Test of Phonological Processing. San Antonio, TX: The Psychological Corporation.
70. Webster, P. E., Plante, A. S., & Couvillion, L. M. (1997). Phonological impairment and prereading: Update on a longitudinal study. Journal of Learning Disabilities, 30, 365-375.
71. Wechsler, D. (1981). Wechsler Adult Intelligence Scale-Revised. San Antonio, TX: The Psychological Corporation.
72. Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence-Revised. San Antonio, TX: The Psychological Corporation.
73. Wechsler, D. (1991). Wechsler Intelligence Scale for Children, Third Edition. San Antonio, TX: The Psychological Corporation.
74. Wechsler, D. (1992). Wechsler Individual Achievement Test. San Antonio, TX: The Psychological Corporation.
75. Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093-1109.
76. Woodcock, R. (1987). Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: AGS.