Very Early Language Deficits in Dyslexic Children

Very Early Language Deficits in Dyslexic Children At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3‐year‐olds, these children began to show deficits in receptive vocabulary and object‐naming abilities, and as 5‐year‐olds they exhibited weaknesses in object‐naming, phonemic awareness, and letter‐sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Child Development Wiley

Very Early Language Deficits in Dyslexic Children

Child Development, Volume 61 (6) – Dec 1, 1990

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Publisher
Wiley
Copyright
Copyright © 1990 Wiley Subscription Services, Inc., A Wiley Company
ISSN
0009-3920
eISSN
1467-8624
D.O.I.
10.1111/j.1467-8624.1990.tb03562.x
Publisher site
See Article on Publisher Site

Abstract

At 2 1/2 years of age, children who later developed reading disabilities were deficient in the length, syntactic complexity, and pronunciation accuracy of their spoken language, but not in lexical or speech discrimination skills. As 3‐year‐olds, these children began to show deficits in receptive vocabulary and object‐naming abilities, and as 5‐year‐olds they exhibited weaknesses in object‐naming, phonemic awareness, and letter‐sound knowledge that have characterized kindergartners who became poor readers in other studies. These late preschool differences were related to subsequent reading status as well as to prior language skills, but early syntactic proficiency nevertheless accounted for some unique variance in grade 2 achievement when differences at age 5 were statistically controlled. The language deficits of dyslexic children were unrelated to maternal reading ability and were not observed in children from dyslexic families who became normal readers. The implications of the results for etiological issues are discussed.

Journal

Child DevelopmentWiley

Published: Dec 1, 1990

References

  • A retrospective study of 82 children with reading disability
    Ingram, Ingram; Mason, Mason; Blackburn, Blackburn
  • Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten
    Lundberg, Lundberg; Olofsson, Olofsson; Wall, Wall
  • The concept of specific reading retardation
    Rutter, Rutter; Yule, Yule
  • Continuity between childhood dyslexia and adult reading
    Scarborough, Scarborough
  • Some characteristics of 9‐year‐old boys with general reading backwardness or specific reading retardation
    Silva, Silva; McGee, McGee; Williams, Williams

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