The Early Identification of Language-Based Reading Disabilities

Hugh William Catts

78 citations0/0 files storedLanguage Speech and Hearing Services in Schools

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

Research and clinical practice clearly demonstrate that many reading disabilities are language-based. Because the language deficits associated with reading disabilities are often present during the preschool years, these deficits can serve as early indicators of risk for reading disabilities. This exchange briefly reviews the language basis of reading disabilities and provides a checklist of language deficits frequently associated with reading disabilities. It is intended that this checklist be used by professionals for the early identification of reading disabilities.

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References

1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1983Categorizing sounds and learning to read—a causal connection 1990A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation 1990Very Early Language Deficits in Dyslexic Children 1994Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.1993The Relationship Between Speech-Language Impairments and Reading Disabilities 1981Phonemic deficits in developmental dyslexia

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2009The effects of teacher factors on different outcomes: two studies testing the validity of the dynamic model 2008Effectiveness of Early Phonological Awareness Interventions for Students With Speech or Language Impairments 2006Teacher judgements of the language skills of children in the early years of schooling 2014Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology

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