Ellen Vandewalle|Bart Boets|Tinne Boons|Pol Ghesquière|Inge Zink
Oral language and narrative skills in children with specific language impairment with and without literacy delay: A three-year longitudinal study
KU Leuven|KU Leuven|Fontys University of Applied Sciences|KU Leuven|KU Leuven|KU Leuven
longitudinal study compared development oral language specifically narrative skills storytelling story retelling children specific language impairment sli without literacy delay therefore 18 children sli 18 matched controls normal literacy followed last year kindergarten mean age 5 years 5 months beginning grade 3 mean age 8 years 1 month oral language tests measuring vocabulary morphology sentence text comprehension narrative skills administered yearly based first third grade reading spelling achievement groups divided group group without literacy problems results showed children sli literacy delay persistent oral language problems across assessed language domains children sli normal literacy skills scored also persistently low vocabulary morphology story retelling skills listening comprehension storytelling evolved towards level control group conclusion oral language skills children sli normal literacy skills remained general poor despite intact literacy development first years literacy instruction listening comprehension storytelling improved probably result print exposure