Cognitive, Noncognitive, and Home Environment Correlates of Reading Difficulties in Primary-Grade Students with Language Impairment

Purpose: This article first aimed to examine the cognitive (rapid automatized naming, phonological awareness, working memory, nonverbal cognition, and language) correlates of reading difficulty in children with language impairment (LI). Second, we considered whether noncognitive (effortful control,...

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Veröffentlicht in:	Journal of speech, language, and hearing research language, and hearing research, 2020-06, Vol.63 (6), p.1933-1946
Hauptverfasser:	Newbury, Jayne, Justice, Laura M, Jiang, Hui H, Schmitt, Mary Beth
Format:	Artikel
Sprache:	eng
Schlagworte:	Abnormalities Accuracy Behavior Problems Child Behavior Children & youth Classification Cognition Cognition & reasoning Comorbidity Comparative analysis Correlation Diagnosis Discussion groups Dyslexia Educational Environment Elementary School Students Emergent Literacy Family Environment Grade 1 Grade 2 Home Influence Interpersonal Competence Intervention Kindergarten Language disorders Language Impairments Language Skills Language thought relationship Learning environment Measures (Individuals) Memory Naming Native Language Nonverbal Ability Parent Attitudes Phonological Awareness Phonology Poverty Prediction Primary Education Psychological aspects Public Schools Reading Ability Reading comprehension Reading Difficulties Reading disabilities Reading disability Reading instruction Reading Skills Schemata (Cognition) School environment Short Term Memory Social factors Social skills Specific language impairment
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