1. Follow-Up of Children with Early Expressive Phonology Disorders
- Author
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H. Gerry Taylor, Barbara A. Lewis, and Lisa Freebairn
- Subjects
Male ,Health (social science) ,media_common.quotation_subject ,Speech Disorders ,Education ,Developmental psychology ,Dyslexia ,03 medical and health sciences ,0302 clinical medicine ,Communication disorder ,Reading (process) ,medicine ,Humans ,Language disorder ,Child ,Nuclear family ,Language ,media_common ,Family Health ,05 social sciences ,050301 education ,Phonology ,030229 sport sciences ,Prognosis ,medicine.disease ,Spelling ,Pedigree ,Reading comprehension ,Child, Preschool ,General Health Professions ,Female ,Psychology ,0503 education ,Orthography ,Follow-Up Studies - Abstract
Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties.
- Published
- 2000
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