Journal of speech, language, and hearing research : JSLHR · 2017
A Preliminary Comparison of Reading Subtypes in a Clinical Sample of Children With Specific Language Impairment.
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Werfel Krystal L, Krimm Hannah
Аннотация
PURPOSE: The purpose of this preliminary study was to (a) compare the pattern of reading subtypes among a clinical sample of children with specific language impairment (SLI) and children with typical language and (b) evaluate phonological and nonphonological language deficits within each reading impairment subtype.
METHOD: Participants were 32 children with SLI and 39 children with typical language in Grades 2 through 4. Each child was classified as demonstrating 1 of 4 reading subtypes on the basis of word-level and text-level skills: typical reading, dyslexia, specific reading comprehension impairment, or garden variety reading impairment. In addition, phonological and nonphonological language skills were evaluated.
RESULTS: Children with SLI were more likely to exhibit reading impairments than children with typical language. Children with SLI were more likely to exhibit text-level deficits than children with typical language. Phonological language deficits were observed in children with word-level deficits, and nonphonological language deficits were observed in children with text-level deficits.
CONCLUSIONS: The results indicate that the patterns of reading subtypes differ among children with SLI and children with typical language. The findings highlight the importance of simultaneously but separately considering word-level and text-level skills in studies of reading impairment.
METHOD: Participants were 32 children with SLI and 39 children with typical language in Grades 2 through 4. Each child was classified as demonstrating 1 of 4 reading subtypes on the basis of word-level and text-level skills: typical reading, dyslexia, specific reading comprehension impairment, or garden variety reading impairment. In addition, phonological and nonphonological language skills were evaluated.
RESULTS: Children with SLI were more likely to exhibit reading impairments than children with typical language. Children with SLI were more likely to exhibit text-level deficits than children with typical language. Phonological language deficits were observed in children with word-level deficits, and nonphonological language deficits were observed in children with text-level deficits.
CONCLUSIONS: The results indicate that the patterns of reading subtypes differ among children with SLI and children with typical language. The findings highlight the importance of simultaneously but separately considering word-level and text-level skills in studies of reading impairment.