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Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
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In: Lang Speech Hear Serv Sch (2020)
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| 82 |
Early reading correlates in language impairment (Newbury et al., 2020)
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Abstract:
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, social competence, and behavior problems) correlates offered any explanatory value above that of cognitive factors. Third, we examined whether home environment (specifically household organization and home learning environment) would offer an additional explanatory value. Method: The sample included 165 children in kindergarten and Grade 1 who were receiving intervention for LI in public schools. Standardized measures along with parent interviews/questionnaires were administered at the end of the school year. Results: Logistic regression models indicated the noncognitive factors added discriminatory value to that of cognitive factors in predicting reading difficulties, whereas household factors did not. In the final model using all 11 predictors, prediction accuracy was 88.7% for the typical reading group and 54.2% for the reading difficulty group, with an overall accuracy of 76.4%. Only phonological awareness and working memory significantly contributed to predicting reading group membership when measured in kindergarten and Grade 1. Conclusions: For this sample of children with LI, the most important predictors of reading were cognitive. The child’s behavior and social competence improved prediction to a limited but statistically significant degree, whereas home environment did not. Overall classification was low, as only half of the children with reading difficulties were correctly predicted. Important factors differentiating good and poor emergent readers with LI were not captured in this study. Supplemental Material S1. HLE (Home Literacy Environment) items. Newbury, J., Justice, L. M., Jiang, H. H., & Schmitt, M. B. (2020). Cognitive, non cognitive, and home environment correlates of reading difficulties in primary-grade students with language impairment. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2020_JSLHR-19-00363
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Keyword:
at risk; behavior; cognitive; Cognitive Science not elsewhere classified; competence; control; correlates; difficulty; effortful; emergent; environment; factors; Grade 1; home; impairment; interviews; kindergarten; Language; language impairment; learning; noncognitive; nonspecific language impairment; nonverbal cognition; organization; parent; phonological awareness; predicting; primary grade; problems; public school; questionnaires; rapid automatized naming; readers; reading; social; specific language impairment; students; working memory
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URL: https://doi.org/10.23641/asha.12462428.v1
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| 83 |
La formación de palabras en el aula : observar, pensar y reflexionar
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| 84 |
Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates
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| 85 |
Language Teaching Methodologies. Boosting Translator Training by Comparing Linguistic Aspects
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| 87 |
Berücksichtigung und Förderung von Mehrsprachigkeit im inklusiven Kontext - eine Interviewstudie mit Lehrkräften in Wiener Integrationsklassen
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| 89 |
Requesting in Ukrainian: Native Speakers’ Pragmatic Behaviour and Acquisition by Language Learners
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Sivachenko, Olena. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2020
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| 90 |
La Llingua Asturiana y su inclusión dentro del Proyecto Lingüístico de Centro
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| 91 |
The Acoustic Dimension of Reading: Does Musical Aptitude Affect Silent Reading Fluency?
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| 92 |
Focus on Form: A CLIL Didactic Unit Promoting ESO Students’ Form Awareness
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| 93 |
Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
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| 94 |
Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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| 95 |
Determining global citizenship capabilities for speech-language pathologists and other health professionals: a study protocol
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| 96 |
Thai hotel undergraduate interns’ awareness and attitudes towards English as a lingua franca
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 704-714 (2020) (2020)
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| 97 |
Meta-communication Devices Used in a Multilingual EFL Telecollaboration for Secondary School Students
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In: Applied Linguistics Research Journal, Vol 4, Iss 3, Pp 24-36 (2020) (2020)
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| 98 |
Critical Literacy Approach in the teaching of literary appreciation using Indonesian short stories
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 84-94 (2020) (2020)
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| 99 |
THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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| 100 |
THE INFLUENCE OF PHONEMIC AWARENESS INSTRUCTION ON EFL EMERGENT READERS’ WORD RECOGNITION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 1-14 (2020) (2020)
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