Journal
JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH
Volume 51, Issue 6, Pages 1569-1579Publisher
AMER SPEECH-LANGUAGE-HEARING ASSOC
DOI: 10.1044/1092-4388(2008/07-0259)
Keywords
language impairment; reading growth; reading achievement
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Purpose: This study examined the reading achievement growth of children with language impairments (LI) across the school grades. The authors sought to determine whether children with LI demonstrate a delayed, deficit, or cumulative pattern of reading achievement growth when compared with children with typical language (TL). Method: A group of 225 children with LI and a group of 379 children with TL were identified in kindergarten and were administered multiple measures of word recognition and reading comprehension in 2nd, 4th, 8th, and 10th grades. Results: Confirmatory factor analyses indicated that the constructs of word recognition and reading comprehension were invariant across grades and groups of children with LI and TL. Further analyses indicated that a multiple group latent growth curve analysis was appropriate. This analysis showed that children with LI differed significantly from children with TL in initial level ( 2nd grade) of word recognition and reading comprehension, but they did not differ significantly in the shape of their growth trajectories. Conclusion: These results are consistent with a deficit model of reading growth in children with LI. Findings are discussed in terms of implications for early identification.
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