Conversational Language Use as a Predictor of Early Reading Development: Language History as a Moderating Variable

Autor/inn/en	DeThorne, Laura Segebart; Petrill, Stephen A.; Schatschneider, Chris; Cutting, Laurie
Titel	Conversational Language Use as a Predictor of Early Reading Development: Language History as a Moderating Variable
Quelle	In: Journal of Speech, Language, and Hearing Research, 53 (2010) 1, S.209-223 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2009/08-0060)
Schlagwörter	Speech; Early Reading; Diachronic Linguistics; Oral Language; Interaction; Reading Skills; Language Acquisition; Language Impairments; Prediction; Task Analysis; Correlation; Twins + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Frühlesen; Linguistics; Diachronische Sprachbetrachtung; Historische Linguistik; Oral interpretation; Mündlicher Sprachgebrauch; Interaktion; Reading skill; Lesefertigkeit; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Vorhersage; Aufgabenanalyse; Korrelation; Twin; Zwilling
Abstract	Purpose: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory latent factors. Results: In the concurrent prediction of children's early reading abilities, a significant interaction emerged between children's conversational language abilities and their history of reported language difficulties. Specifically, conversational language concurrently predicted reading development above and beyond variance accounted for by formal vocabulary scores, but only in children with a history of reported language difficulties. A similar trend was noted in predicting reading skills 1 year later, but the interaction was not statistically significant. Conclusions: Findings suggest a more nuanced view of the association between spoken language and early reading than is commonly proposed. One possibility is that children with and without a history of reported language difficulties rely on different skills, or the same skills to differing degrees, when completing early reading-related tasks. Future studies should examine the causal link between conversational language and early reading specifically in children with a history of reported language difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10