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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
Availability available in the NRVDM electronic library
Download research 1603357918.pdf
Organisation PedF UK
Possible connection
Registry administrator Ministry of Education, Youth and Sports
Operator Národní pedagogický institut ČR
In cooperation Czech Council of Children and Youth
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