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Reading trajectories of children with language difficulties from preschool through fifth grade.
Lang Speech Hear Serv Sch. 2008 Oct; 39(4):475-86.LS

Abstract

PURPOSE

The current work examined which theory of reading development, the cumulative reading trajectory or the compensatory trajectory of development, most accurately represents the reading trajectories of children with language difficulties (LD) relative to their peers with typical language (TL) skills. Specifically, initial levels of reading skills, overall rate of growth, and patterns of growth were examined.

METHOD

Children were classified according to whether or not they exhibited LD at 54 months of age (LD n = 145; TL n = 653), using data from the National Institute of Child Health and Human Development's Early Child Care Research Network (see NICHD, 1993). A latent shape growth curve model was used to model reading skills at 4 time points from preschool through fifth grade.

RESULTS

In comparison to children with TL, children with LD showed lower reading skills in preschool, but their overall reading growth was faster. All children developed the skills associated with reading more rapidly at earlier ages compared to later ages. Children with LD continued to exhibit reading skills that were substantially lower than those of children with TL during fifth grade.

CONCLUSION

Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.

Authors+Show Affiliations

Department of Psychology, 530 Church Street, Room 1044, University of Michigan, Ann Arbor, MI 48109-1043, USA. skibbe@umich.eduNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info availableNo affiliation info available

Pub Type(s)

Journal Article
Research Support, N.I.H., Extramural
Research Support, U.S. Gov't, Non-P.H.S.

Language

eng

PubMed ID

18820089

Citation

Skibbe, Lori E., et al. "Reading Trajectories of Children With Language Difficulties From Preschool Through Fifth Grade." Language, Speech, and Hearing Services in Schools, vol. 39, no. 4, 2008, pp. 475-86.
Skibbe LE, Grimm KJ, Stanton-Chapman TL, et al. Reading trajectories of children with language difficulties from preschool through fifth grade. Lang Speech Hear Serv Sch. 2008;39(4):475-86.
Skibbe, L. E., Grimm, K. J., Stanton-Chapman, T. L., Justice, L. M., Pence, K. L., & Bowles, R. P. (2008). Reading trajectories of children with language difficulties from preschool through fifth grade. Language, Speech, and Hearing Services in Schools, 39(4), 475-86. https://doi.org/10.1044/0161-1461(2008/07-0016)
Skibbe LE, et al. Reading Trajectories of Children With Language Difficulties From Preschool Through Fifth Grade. Lang Speech Hear Serv Sch. 2008;39(4):475-86. PubMed PMID: 18820089.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Reading trajectories of children with language difficulties from preschool through fifth grade. AU - Skibbe,Lori E, AU - Grimm,Kevin J, AU - Stanton-Chapman,Tina L, AU - Justice,Laura M, AU - Pence,Khara L, AU - Bowles,Ryan P, PY - 2008/9/30/pubmed PY - 2009/1/24/medline PY - 2008/9/30/entrez SP - 475 EP - 86 JF - Language, speech, and hearing services in schools JO - Lang Speech Hear Serv Sch VL - 39 IS - 4 N2 - PURPOSE: The current work examined which theory of reading development, the cumulative reading trajectory or the compensatory trajectory of development, most accurately represents the reading trajectories of children with language difficulties (LD) relative to their peers with typical language (TL) skills. Specifically, initial levels of reading skills, overall rate of growth, and patterns of growth were examined. METHOD: Children were classified according to whether or not they exhibited LD at 54 months of age (LD n = 145; TL n = 653), using data from the National Institute of Child Health and Human Development's Early Child Care Research Network (see NICHD, 1993). A latent shape growth curve model was used to model reading skills at 4 time points from preschool through fifth grade. RESULTS: In comparison to children with TL, children with LD showed lower reading skills in preschool, but their overall reading growth was faster. All children developed the skills associated with reading more rapidly at earlier ages compared to later ages. Children with LD continued to exhibit reading skills that were substantially lower than those of children with TL during fifth grade. CONCLUSION: Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool. SN - 0161-1461 UR - https://www.unboundmedicine.com/medline/citation/18820089/Reading_trajectories_of_children_with_language_difficulties_from_preschool_through_fifth_grade_ L2 - https://pubs.asha.org/doi/10.1044/0161-1461(2008/07-0016)?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub=pubmed DB - PRIME DP - Unbound Medicine ER -