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Language and phonological skills in children at high risk of reading difficulties
Author(s) -
Carroll Julia M.,
Snowling Margaret J.
Publication year - 2004
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.2004.00252.x
Subject(s) - phonological awareness , psychology , dyslexia , reading (process) , phonology , learning to read , developmental psychology , vocabulary , phonemic awareness , cognitive psychology , literacy , typically developing , linguistics , pedagogy , philosophy , autism
Background: Dyslexia is now generally acknowledged to involve difficulties in phonological processing. However, the links between reading difficulties and speech difficulties remain unclear. Method: In the present study, 17 children with speech difficulties between the ages of four and six were compared to children with a family history of dyslexia and normally developing controls on phonological processing, phonological learning, phonological awareness and literacy tasks. Results: The two groups of children at risk of reading difficulties showed very similar patterns of impairment, with average vocabulary but poor input and output speech processing, phonological learning, phonological awareness and reading development. Conclusions: It is concluded that the antecedents of reading difficulty are similar in these two groups of children, with both groups showing deficits in the development of phonological representations.