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Children Who Read Words Accurately Despite Language Impairment: Who Are They and How Do They Do It?
Author(s) -
Bishop Dorothy V. M.,
McDonald David,
Bird Sarah,
HayiouThomas Marianna E.
Publication year - 2009
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/j.1467-8624.2009.01281.x
Subject(s) - psychology , dyslexia , specific language impairment , reading (process) , reading comprehension , developmental psychology , comprehension , language development , developmental dyslexia , language acquisition , language disorder , cognitive psychology , audiology , cognition , linguistics , psychiatry , medicine , mathematics education , philosophy
Some children learn to read accurately despite language impairments (LI). Nine‐ to 10‐year‐olds were categorized as having LI only ( n = 35), dyslexia (DX) only ( n = 73), LI + DX ( n = 54), or as typically developing (TD; n = 176). The LI‐only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI.