Educational consequences of developmental speech disorder
Key Stage 1 National Curriculum assessment results in English and mathematics
Bibliographic Data
| ID | 9614838 |
|---|---|
| Authors | Liz Nathan (University College London), Joy Stackhouse (University of Sheffield), Nata Goulandris (University College London), Margaret J Snowling (University of York, corresponding author) |
| Year | 2004 |
| Volume | 74 |
| Issue | 2 |
| Pages | 173-186 |
| Publication date | 2004-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709904773839824 |
| PMID | 15130186 |
| OpenAlex | W2042162942 |
| Language | EN |
| Citations received | 5 |
Background: Children with speech difficulties may have associated educational problems. This paper reports a study examining the educational attainment of children at Key Stage 1 of the National Curriculum who had previously been identified with a speech difficulty. Aims: (1) To examine the educational attainment at Key Stage 1 of children diagnosed with speech difficulties two/three years prior to the present study. (2) To compare the Key Stage 1 assessment results of children whose speech problems had resolved at the time of assessment with those whose problems persisted. Sample(s): Data were available from 39 children who had an earlier diagnosis of speech difficulties at age 4/5 (from an original cohort of 47) at the age of 7. A control group of 35 children identified and matched at preschool on age, nonverbal ability and gender provided comparative data. Methods: Results of Statutory Assessment Tests (SATs) in reading, reading comprehension, spelling, writing and maths, administered to children at the end of Year 2 of school were analysed. Performance across the two groups was compared. Performance was also compared to published statistics on national levels of attainment. Results: Children with a history of speech difficulties performed less well than controls on reading, spelling and maths. However, children whose speech problems had resolved by the time of assessment performed no differently to controls. Children with persisting speech problems performed less well than controls on tests of literacy and maths. Spelling performance was a particular area of difficulty for children with persisting speech problems
Comprehension · Curriculum · Developmental psychology · Linguistics · Literacy · Mathematics education · National curriculum · Pedagogy · Reading (process) · Spelling · Language Development and Disorders · Psychology · Reading and Literacy Development · Stuttering Research and Treatment
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| Unique citing works | 5 |
|---|---|
| Citations per year | 0,29 |
| Citation span | 2009 - 2020 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |