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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 Hypothesis of Apraxia of Speech in Children with Autism Spectrum Disorder / Lawrence D. SHRIBERG in Journal of Autism and Developmental Disorders, 41-4 (April 2011)
[article]
Titre : The Hypothesis of Apraxia of Speech in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lawrence D. SHRIBERG, Auteur ; Rhea PAUL, Auteur ; Lois M. BLACK, Auteur ; Jan P. H. VAN SANTEN, Auteur Année de publication : 2011 Article en page(s) : p.405-426 Langues : Anglais (eng) Mots-clés : Apraxia Dyspraxia Motor speech disorder Speech sound disorder Index. décimale : PER Périodiques Résumé : In a sample of 46 children aged 4–7 years with Autism Spectrum Disorder (ASD) and intelligible speech, there was no statistical support for the hypothesis of concomitant Childhood Apraxia of Speech (CAS). Perceptual and acoustic measures of participants’ speech, prosody, and voice were compared with data from 40 typically-developing children, 13 preschool children with Speech Delay, and 15 participants aged 5–49 years with CAS in neurogenetic disorders. Speech Delay and Speech Errors, respectively, were modestly and substantially more prevalent in participants with ASD than reported population estimates. Double dissociations in speech, prosody, and voice impairments in ASD were interpreted as consistent with a speech attunement framework, rather than with the motor speech impairments that define CAS. En ligne : http://dx.doi.org/10.1007/s10803-010-1117-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.405-426[article] The Hypothesis of Apraxia of Speech in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lawrence D. SHRIBERG, Auteur ; Rhea PAUL, Auteur ; Lois M. BLACK, Auteur ; Jan P. H. VAN SANTEN, Auteur . - 2011 . - p.405-426.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.405-426
Mots-clés : Apraxia Dyspraxia Motor speech disorder Speech sound disorder Index. décimale : PER Périodiques Résumé : In a sample of 46 children aged 4–7 years with Autism Spectrum Disorder (ASD) and intelligible speech, there was no statistical support for the hypothesis of concomitant Childhood Apraxia of Speech (CAS). Perceptual and acoustic measures of participants’ speech, prosody, and voice were compared with data from 40 typically-developing children, 13 preschool children with Speech Delay, and 15 participants aged 5–49 years with CAS in neurogenetic disorders. Speech Delay and Speech Errors, respectively, were modestly and substantially more prevalent in participants with ASD than reported population estimates. Double dissociations in speech, prosody, and voice impairments in ASD were interpreted as consistent with a speech attunement framework, rather than with the motor speech impairments that define CAS. En ligne : http://dx.doi.org/10.1007/s10803-010-1117-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119