Word and pseudoword reading in children with specific speech and language impairment

Research in Developmental Disabilities
Lucie MacchiSéverine Casalis

Abstract

Children with specific language impairment frequently encounter difficulties in learning to read and in particular, in word recognition. The present study set out to determine the precise impact of language impairment on word reading skills. We investigated single-word reading in 27 French children with specific speech and language impairment (2 SLI). Precise quantification of reading levels in the 2 SLI group showed an average delay of 3.5 years. Approximately 90% of these children were affected by a reading disorder, whereas for the remaining 10%, reading performance was within normal limits. Word reading procedures are analyzed using the so-called 'dual route model', which proposes that reading is achieved through two processes, the phonological and the orthographic procedures. Group comparison analyses of 27 reading level-matched control children, revealed an increased lexicality effect in the 2 SLI group, indicating a specific deficit in the phonological procedure. Moreover, multiple case analyses revealed interindividual differences among the children with 2 SLI, with four reading subtypes. Approximately 60% of these children reached the standard levels expected of younger children with identical reading levels (delayed r...Continue Reading

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Jul 18, 2015·Brain and Language·Isabelle DeschampsVincent L Gracco
Jun 10, 2015·Journal of Learning Disabilities·Rachel SchiffElisheva Ben-Artzi
Jun 10, 2019·Journal of Communication Disorders·Lucie MacchiMarie-Anne Schelstraete

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