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When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia / Marianna E. HAYIOU-THOMAS in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
[article]
Titre : When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2017 Article en page(s) : p.197-205 Langues : Anglais (eng) Mots-clés : Speech sound disorder literacy language impairment disordered speech errors family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205[article] When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia [Texte imprimé et/ou numérique] / Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur . - 2017 . - p.197-205.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205
Mots-clés : Speech sound disorder literacy language impairment disordered speech errors family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 The development of executive function and language skills in the early school years / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)
[article]
Titre : The development of executive function and language skills in the early school years Type de document : Texte imprimé et/ou numérique Auteurs : Debbie GOOCH, Auteur ; Paul THOMPSON, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.180-187 Langues : Anglais (eng) Mots-clés : Executive function language skills family risk of dyslexia language impairment longitudinal development Index. décimale : PER Périodiques Résumé : Background The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. En ligne : http://dx.doi.org/10.1111/jcpp.12458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.180-187[article] The development of executive function and language skills in the early school years [Texte imprimé et/ou numérique] / Debbie GOOCH, Auteur ; Paul THOMPSON, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.180-187.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.180-187
Mots-clés : Executive function language skills family risk of dyslexia language impairment longitudinal development Index. décimale : PER Périodiques Résumé : Background The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. En ligne : http://dx.doi.org/10.1111/jcpp.12458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280