Ellen Vandewalle|Bart Boets|Pol Ghesquière|Inge Zink
Development of Phonological Processing Skills in Children With Specific Language Impairment With and Without Literacy Delay: A 3-Year Longitudinal Study
KU Leuven|KU Leuven|KU Leuven|KU Leuven
purpose compare development phonological skills children specific language impairment sli without literacy delay examine whether kindergarten phonological skills could discriminate 2 groups method longitudinal study 8 children sli literacy delay 10 children sli normal literacy 14 typically developing children studied last year kindergarten start grade 3 wide range phonological tasks phonological awareness pa verbal shortterm memory vstm rapid automatized naming ran administered yearly results sli group literacy delay scored significantly lower typically developing children almost phonological tasks grades whereas sli group normal literacy scored significantly lower demanding pa vstm tasks combination kindergarten pa ran skills could correctly classify 75 children sli including vstm discriminatory value increase conclusions children sli normal literacy age 81 yearsmonths continued difficulties demanding pa vstm tasks children sli poor pa ran kindergarten high risk developing literacy problems transparent orthography