Crysten Melissa Skebo|Barbara Lewis|Lisa Freebairn|Jessica Tag|Allison Avrich Ciesla|Catherine M. Stein
Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development
Google (United States)|Case Western Reserve University|Case Western Reserve University|Google (United States)|Case Western Reserve University|Google (United States)|Case Western Reserve University|Google (United States)|Case Western Reserve University|Google (United States)|Google (United States)|Case Western Reserve University
relationship phonological awareness overall language vocabulary nonlinguistic cognitive skills decoding reading comprehension examined students 3 stages literacy development ie early elementary school middle school high school students histories speech sound disorders ssd without language impairment li compared students without histories ssd li typical language tlin crosssectional design students ages 70 yearsmonths 179 completed tests measured reading language nonlinguistic cognitive skillsfor tl group phonological awareness predicted decoding early elementary school overall language predicted reading comprehension early elementary school decoding reading comprehension middle school high school ssdonly group vocabulary predicted decoding reading comprehension early elementary school overall language predicted decoding reading comprehension middle school decoding high school ssd li group overall language predicted decoding 3 literacy stages reading comprehension early elementary school middle school vocabulary predicted reading comprehension high schoolalthough similar skills contribute reading across age span relative importance skills changes childrens literacy stages