Toward an Understanding of Developmental Language and Reading Disorders The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e., encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phonological processing skills. Two additional measures assessed children's ... Reports
Reports  |   November 01, 1986
Toward an Understanding of Developmental Language and Reading Disorders
 
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Article Information
Reports   |   November 01, 1986
Toward an Understanding of Developmental Language and Reading Disorders
Journal of Speech and Hearing Disorders, November 1986, Vol. 51, 337-347. doi:10.1044/jshd.5104.337
History: Received April 1, 1986 , Accepted April 2, 1986
 
Journal of Speech and Hearing Disorders, November 1986, Vol. 51, 337-347. doi:10.1044/jshd.5104.337
History: Received April 1, 1986; Accepted April 2, 1986

The primary purpose of this study was to compare the ability of language-impaired and reading-impaired children to process (i.e., encode and retrieve) phonological information. Four measures of phonological awareness and several measures of word and sentence repetition abilities were used to evaluate phonological processing skills. Two additional measures assessed children's awareness of lexical and morphological information. Subjects were 12 language-impaired (LI), 12 reading-impaired (RI), and 12 normal children between the ages of 6 and 8 years. The findings supported previous claims that children with reading impairments have difficulty processing phonological information. To our surprise, however, the LI children performed significantly worse than the RI children on only three measures, all involving word and sentence repetition. These findings raise questions about the distinctiveness of school-age children with a history of language impairment and poor readers with no history of language impairment.

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