Robin L. Peterson|Bruce F. Pennington|Lawrence D. Shriberg|Richard Boada
What Influences Literacy Outcome in Children With Speech Sound Disorder?
University of Denver|Google (United States)|Google (United States)|University of Denver|University of Denver|Google (United States)|University of Colorado Health|University of Colorado Denver|Denver Health Medical Center|Google (United States)
study authors evaluated literacy outcome children histories speech sound disorder ssd characterized along 2 dimensions broader language function persistence ssd previous studies authors demonstrated dimension relates literacy disentangled effects methods two groups children 86 ssd 37 controls recruited ages 56 followed longitudinally authors report literacy children ssd ages 79 compared controls national norms relative language skill ssd persistence measured age 56the ssd group demonstrated elevated rates reading disability language skill ssd persistence predicted later literacy however ssd persistence associated phonological awareness impairments phonological awareness alone predicted literacy outcome less well model also included syntax nonverbal iqresults support previous literature findings ssd history predicts literacy difficulties association strongest ssd language impairment li magnitude phonological impairment alone determine literacy outcome predicted core phonological deficit hypothesis instead consistent multiple deficit approach phonological deficits appeared interact cognitive factors literacy development