Nicola Botting|Zoë Simkin|Gina Conti?Ramsden
Associated Reading Skills in Children with a History of Specific Language Impairment (SLI)
University of Manchester|University of Manchester|University of Manchester
large cohort 200 elevenyearold children specific language impairment sli assessed basic reading accuracy reading comprehension well language tasks reading skills examined descriptively relation early language literacy factors using stepwise regression analyses age nonverbal iq controlled found single word reading measure taken 7 years unsurprisingly strong predictor two different types reading ability however even measure included receptive syntax task trog entered reading accuracy score dv furthermore test expressive syntaxnarrative receptive syntax task completed 7 years entered model word reading accuracy early reading accuracy excluded analyses early phonological skills also entered predictor reading accuracy comprehension 11 years group children history sli divided literacy difficulties 11 persisting literacy impairment using stepwise logistic regression controlling iq age 7 years receptive syntax score tests phonology expressive vocabulary expressive syntaxnarrative entered positive predictor membership literacy problems group regardless whether early reading accuracy controlled step one findings discussed relation overlap sli dyslexia long term sequelae language impairment