Early reading skills in children with specific language impairment

Autor	Eva Richterová
Organisation	PedF UK
Year	2019
Research type	Ph.D. thesis
Annotation	This study investigated the development of early reading skills in children with specific language impairment within a psycholinguistic framework. The investigation is based on theories concerning linguistic and cognitive skills which play a crucial role in the development of reading skills. This approach is utilized to identify groups which are at risk of difficulties in literacy acquisition as a result of language impairment. Theoretical background of reading development in children with SLI is presented, in addition to current knowledge about the relationship between language and reading skills. Studies on SLI highlight the need of longitudinal investigations, which enable better understanding of the relationship between literacy development and preliteracy skills. The aim of the study was to provide a systematic description of the reading skills development in children with SLI from first to fourth Grade. A group of 25 children with SLI was repeatedly investigated in terms of their reading skills (decoding and reading comprehension) and preliteracy skills. Assessment of language and cognitive skills was also carried out and involved phonological awareness, rapid authomatised naming, and letter knowledge as well as linguistic comprehension, grammar and vocabulary.
Keywords	specific language impairment, language skills, reading skills development, decoding, reading comprehension, psycholinguistic approach
Research type	continual research
Start date
End date
Obor	AM Pedagogy, education
Email	info@pedf.cuni.cz
Availability	available in the NRVDM electronic library
Download research	1603357918.pdf
Organisation	PedF UK
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