Laura Sices|H. Gerry Taylor|Lisa Freebairn|Amy J. Hansen|Barbara Lewis
Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment
Boston Medical Center|Case Western Reserve University|University School|Boston Medical Center|Case Western Reserve University|University School|Boston Medical Center|Case Western Reserve University|University School|Boston Medical Center|Case Western Reserve University|University School|Boston Medical Center|Case Western Reserve University|University School
objective disorders articulation speechsound disorders ssd common early childhood children disorders may risk reading difficulties may poor auditory phonologic verbal memory skills methods sought characterize reading writing readiness preschool children ssd identify factors associated preliteracy skills subjects 125 children aged 3 6 years moderate severe ssd 53 comorbid language impairment li reading readiness measured test early reading ability2 tera writing skills test early written language2 tewl assessed print concept knowledge linear regression used examine association ssd severity tera tewl scores analysis variance examine effect comorbid li performance battery speech language tests reduced way factor analysis composites articulation narrative grammar word knowledge skills results early reading writing scores significantly lower children comorbid li related ssd severity language status taken account composites grammar word knowledge related performance tera tewl even adjusting performance iq average language skills preschool place child risk deficits preliteracy skills may implications later development reading disability conclusion preschool children ssd li may benefit instruction preliteracy skills addition language therapy