Marianna E. Hayiou?Thomas|Julia M. Carroll|Ruth Leavett|Charles Hulme|Maggie Snowling
When does speech sound disorder matter for literacy? The role of disordered speech errors, co?occurring language impairment and family risk of dyslexia
University of York|Coventry University|York Teaching Hospital NHS Foundation Trust|University College London|University of Oxford
study considers role early speech difficulties literacy development context additional risk factorschildren identified speech sound disorder ssd age 3 years basis performance diagnostic evaluation articulation phonology literacy skills assessed start formal reading instruction age 5 using measures phoneme awareness wordlevel reading spelling 3 years later age 8 using measures wordlevel reading spelling reading comprehensionthe presence early ssd conferred small significant risk poor phonemic skills spelling age 5 poor word reading age 8 furthermore within group ssd persistence speech difficulties point school entry associated poorer emergent literacy skills children disordered speech errors poorer word reading skills children whose speech errors indicated delay contrast initial severity ssd significant predictor reading development beyond domain speech presence cooccurring language impairment strongly predictive literacy skills family risk dyslexia predicted additional variance literacy timepointsearly ssd alone modest effects literacy development additional risk factors present serious negative consequences consistent view multiple risks accumulate predict reading disorders