Reading and Spelling in Children with Severe Speech and Physical Impairments
The aim of the present paper was to study literacy skills in children with severe speech and physical impairment (SSPI), and compare their performance to typically developing children. The children with SSPI and the comparison group, both groups with 28 children, were matched on receptive vocabulary...
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| Veröffentlicht in: | Journal of developmental and physical disabilities 2009-10, Vol.21 (5), p.369-392 |
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| container_title | Journal of developmental and physical disabilities |
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| creator | Larsson, Maria Sandberg, Annika Dahlgren Smith, Martine |
| description | The aim of the present paper was to study literacy skills in children with severe speech and physical impairment (SSPI), and compare their performance to typically developing children. The children with SSPI and the comparison group, both groups with 28 children, were matched on receptive vocabulary and assessed on measures of reading, spelling, rhyming, phoneme awareness and memory. The comparison group achieved significantly higher scores on reading, spelling, and rhyme awareness, but no differences were found on phoneme awareness or memory. Regression analyses, with reading and spelling as dependent variables and phoneme awareness, rhyming, and memory as independent variables, revealed that phoneme awareness was the strongest predictor of both reading and spelling in both groups. Rhyming seemed more important to reading and spelling for the children with SSPI than for their speaking peers. The children with SSPI were at an earlier literacy stage and therefore more dependent on rhyming ability than children in the comparison group who drew on their phoneme awareness. Although both groups performed similarly on phoneme awareness, the comparison group showed stronger reading and spelling abilities, suggesting a different relationship between phoneme awareness and reading and spelling in children with SPPI. |
| doi_str_mv | 10.1007/s10882-009-9149-5 |
| format | Article |
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Sandberg, Annika Dahlgren ; Smith, Martine</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c347t-ba35567a44f80f4ed79b4f7996b750b6e352fe25d52e1b77702937fbc051b0c43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2009</creationdate><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Children</topic><topic>Consciousness</topic><topic>Language disorders</topic><topic>Literacy</topic><topic>Literacy skills</topic><topic>Memory</topic><topic>Original Article</topic><topic>Pediatrics</topic><topic>Phonemes</topic><topic>Phonemics</topic><topic>Physical disabilities</topic><topic>Psychology</topic><topic>Public Health</topic><topic>Reading</topic><topic>Rhyme</topic><topic>Speech</topic><topic>Spelling</topic><topic>Vocabulary</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Larsson, Maria</creatorcontrib><creatorcontrib>Sandberg, Annika Dahlgren</creatorcontrib><creatorcontrib>Smith, Martine</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Nursing & Allied Health Database</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Sociology Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Sociology Database</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>Journal of developmental and physical disabilities</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Larsson, Maria</au><au>Sandberg, Annika Dahlgren</au><au>Smith, Martine</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Reading and Spelling in Children with Severe Speech and Physical Impairments</atitle><jtitle>Journal of developmental and physical disabilities</jtitle><stitle>J Dev Phys Disabil</stitle><date>2009-10-01</date><risdate>2009</risdate><volume>21</volume><issue>5</issue><spage>369</spage><epage>392</epage><pages>369-392</pages><issn>1056-263X</issn><eissn>1573-3580</eissn><coden>JDPDE6</coden><abstract>The aim of the present paper was to study literacy skills in children with severe speech and physical impairment (SSPI), and compare their performance to typically developing children. The children with SSPI and the comparison group, both groups with 28 children, were matched on receptive vocabulary and assessed on measures of reading, spelling, rhyming, phoneme awareness and memory. The comparison group achieved significantly higher scores on reading, spelling, and rhyme awareness, but no differences were found on phoneme awareness or memory. Regression analyses, with reading and spelling as dependent variables and phoneme awareness, rhyming, and memory as independent variables, revealed that phoneme awareness was the strongest predictor of both reading and spelling in both groups. Rhyming seemed more important to reading and spelling for the children with SSPI than for their speaking peers. The children with SSPI were at an earlier literacy stage and therefore more dependent on rhyming ability than children in the comparison group who drew on their phoneme awareness. Although both groups performed similarly on phoneme awareness, the comparison group showed stronger reading and spelling abilities, suggesting a different relationship between phoneme awareness and reading and spelling in children with SPPI.</abstract><cop>Boston</cop><pub>Springer US</pub><doi>10.1007/s10882-009-9149-5</doi><tpages>24</tpages></addata></record> |
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| subjects | Behavioral Science and Psychology Child and School Psychology Children Consciousness Language disorders Literacy Literacy skills Memory Original Article Pediatrics Phonemes Phonemics Physical disabilities Psychology Public Health Reading Rhyme Speech Spelling Vocabulary |
| title | Reading and Spelling in Children with Severe Speech and Physical Impairments |
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