Article2000

Follow-Up of Children with Early Expressive Phonology Disorders

Barbara Ann Lewis · Lisa A. Freebairn · Hudson Gerry Taylor

114 citations0/0 files storedJournal of Learning Disabilities

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

Abstract

Fifty-two children identified at age 4 to 6 years as demonstrating a moderate to severe expressive phonology disorder were followed to the third and fourth grades. Children were classified into two groups based on the presence of an early phonology disorder in isolation (P) or the presence of a phonology disorder with other language problems (PL). At follow-up, articulation measures failed to differentiate the groups; however, the PL group performed more poorly than the P group on measures of phoneme awareness, language, reading decoding, reading comprehension, and spelling. The P group demonstrated poor spelling skills relative to their reading and language abilities, suggesting residual spelling weaknesses in these children. The PL group reported more nuclear family members with speech-language disorders and with reading disorders than the P group. Findings support previous research linking early language disorders with later reading difficulties.

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References

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Cited by

2007The Prevalence of Stuttering, Voice, and Speech-Sound Disorders in Primary School Students in Australia 2011Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children With and Without Speech Sound Disorder 2004Speech pathologists' application of the ICF to children with speech impairment 2007Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment 2008Phonological awareness, reading accuracy and spelling ability of children with inconsistent phonological disorder

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