Word and pseudoword reading in children with specific speech and language impairment
| Autor: | Marie-Anne Schelstraete, Séverine Casalis, Lucie Macchi |
|---|---|
| Přispěvatelé: | Université de Lille, CNRS, CHU Lille, Université de Lille, Sciences Humaines et Sociales, Institut de recherche en sciences psychologiques [IPSY], Unité de Recherche en Sciences Cognitives et Affectives [URECA], Unité de Recherche en Sciences Cognitives et Affectives (URECA), Université de Lille, Sciences Humaines et Sociales-PRES Université Lille Nord de France, PRES Université Lille Nord de France-Université de Lille, Sciences Humaines et Sociales, Université Catholique de Louvain = Catholic University of Louvain (UCL) |
| Rok vydání: | 2014 |
| Předmět: |
Male
medicine.medical_specialty media_common.quotation_subject Specific language impairment Audiology Speech Disorders [SHS]Humanities and Social Sciences Dyslexia [SCCO]Cognitive science Speech and language impairment Phonetics Reading (process) Developmental and Educational Psychology medicine Learning to read Humans Language Development Disorders Child ComputingMilieux_MISCELLANEOUS media_common Language production medicine.disease Linguistics Pseudoword Clinical Psychology Reading Case-Control Studies [SCCO.PSYC]Cognitive science/Psychology Reading aloud Phonological procedure Orthographic procedure Word recognition Female Psychology |
| Zdroj: | Research in Developmental Disabilities Research in Developmental Disabilities, Elsevier, 2014, 35 (12), pp.3313-3325. ⟨10.1016/j.ridd.2014.07.058⟩ |
| ISSN: | 0891-4222 1873-3379 |
| Popis: | 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 (2SLI). Precise quantification of reading levels in the 2SLI 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 2SLI group, indicating a specific deficit in the phonological procedure. Moreover, multiple case analyses revealed interindividual differences among the children with 2SLI, with four reading subtypes. Approximately 60% of these children reached the standard levels expected of younger children with identical reading levels (delayed reading profile) in both procedures. Twenty percent displayed qualitatively different reading mechanisms, with a greater deficit in the phonological procedure (phonological profile). These children showed a severe impairment in language production at the phonological level. Ten percent exhibited a greater orthographic deficit (surface profile) and 10% had normal reading skills (normal profile). Further research is required to improve our understanding of the relationships between 2SLI or specific language impairment and reading acquisition. The present results suggest that in clinical practice, both reading procedures should be exercised, with emphasis on the phonological procedure for children with more severe deficits in phonological production. 35;12 |
| Databáze: | OpenAIRE |
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