Phonologic Impairment and Prereading

Journal of Learning Disabilities - Tập 30 Số 4 - Trang 365-375 - 1997
Penelope E. Webster1, Amy Solomon Plante2, L. Michael Couvillion3
1Penelope E. Webster, EdD, is an associate professor of communication disorders at the University of New Hampshire. Her recent research focuses on the relationship between oral language and reading, and the identification of oral language risk factors for reading disability. Address: Penelope E. Webster, Department of Communication Disorders, University of New Hampshire, Hewitt Hall, Durham, NH 03824.
2Amy Solomon Plante, MS, is an assistant professor of communication disorders at the University of New Hampshire. Her research and clinical interests include phonological awareness assessment and remediation in children with language disability.
3L. Michael Couvillion, PhD, is an associate professor in the Department of Business at Plymouth State College, with an interest in statistical modeling of longitudinal relationships.

Tóm tắt

This study examined the effects of overt phonologic impairment (disordered speech) on phonological awareness, verbal working memory, and letter knowledge. Forty-five children—29 with moderate to severe productive phonologic impairment at the inception of the project and 16 without impairment—were followed from mean age 3–6 to age 6–0. Fifteen participants with impairment were matched on gender and mental age to 15 without impairment for certain aspects of the analysis. The children with phonologic impairment performed significantly worse than their controls on tasks of verbal working memory, phoneme segmentation, and letter identification. In addition, a path analysis revealed working memory to be a potentially important mediating variable. The investigators also measured productive syntax, which, although associated with productive phonology and working memory, was not associated with letter identification.

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Journal of Learning Disabilities

Tập 30 Số 4

365-375

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