Katrin D. Bartl-Pokorny|Peter B. Marschik|Steffi Sachse|Vanessa A. Green|Dajie Zhang|Larah van der Meer|Thomas Wolin|Christa Einspieler
Tracking development from early speech-language acquisition to reading skills at age 13
Czech Academy of Sciences, Institute of Physiology|Medical University of Graz|Czech Academy of Sciences, Institute of Physiology|Medical University of Graz|University of Ulm|Victoria University of Wellington|University of Graz|Victoria University of Wellington|Czech Academy of Sciences, Institute of Physiology|Medical University of Graz|Czech Academy of Sciences, Institute of Physiology|Medical University of Graz
previous studies indicated link speechlanguage literacy development add body knowledge investigated whether lexical grammatical skills toddler early school age related reading competence adolescencetwentythree typically developing children followed age 16 136 yearsmonths parental checklists standardized tests used assess development mental lexicon grammatical reading capacities childrendirect assessment early speechlanguage functions positively correlated later reading competence whereas lexical skills reported parents associated capacity pre school age larger vocabulary better grammatical abilities predicted advanced reading abilities adolescenceour study contributes understanding typical speechlanguage development relation later reading outcome extending body knowledge developmental domains future early identification children risk reading difficulties