A follow-up study of the later reading comprehension ability of language-deficient preschoolers who recovered before starting school

Bibliographic Data

ID19502243
AuthorsBeth Zielinski (0000-0003-2938-6544), Beth W Zielinski, R John Bench, Moira F Madsen
Year1997
Volume2
Issue2
Pages111-123
Publication date1997-01-01
Open AccessNo
TypeARTICLE
VenueAsia Pacific Journal of Speech Language and Hearing (JOURNAL)
Journal identifiersISSN: 1361-3286 • E-ISSN: 2058-0967
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1179/136132897805577404
OpenAlexW2088014217
LanguageEN
References cited15

Reading comprehension was evaluated in 27 subjects (22 male, 5 female; mean age 9;4 years) with a history of preschool language deficiency (in expressive and/or receptive semantics, syntax and/or morphology) which did not persist beyond the preschool years. When compared with a control group (n = 27), matched for gender, school attended and school year level, the subjects with a history of language deficiency were more likely (P < 0.025) to have reading comprehension difficulties and, as a group, had poorer reading comprehension skills (P < 0.03). The differences between the groups in reading comprehension ability could not be attributed to group differences in oral language comprehension as assessed with the Test for Auditory Comprehension of Language-Revised (Carrow-Woolfolk, 1985). These findings confirm the relationship between preschool language deficiency and later reading difficulties. Further, they indicate that many language-deficient preschoolers, assessed as having language skills within normal limits before starting school, are likely to be at risk for later reading difficulties

Comprehension · Developmental psychology · Language development · Linguistics · Reading comprehension · Syntax · Child Development and Digital Technology · Language Development and Disorders · Psychology · Reading and Literacy Development

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