Importance of Speech Production for Phonological Awareness and Word Decoding: The Case of Children with Cerebral Palsy

Autor/inn/en	Peeters, Marieke; Verhoeven, Ludo; de Moor, Jan; van Balkom, Hans
Titel	Importance of Speech Production for Phonological Awareness and Word Decoding: The Case of Children with Cerebral Palsy
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 30 (2009) 4, S.712-726 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2008.10.002
Schlagwörter	Speech Communication; Phonological Awareness; Cerebral Palsy; Short Term Memory; Kindergarten; Emergent Literacy; Reading Skills; Children; Longitudinal Studies; Early Reading; Nonverbal Communication; Thinking Skills; Grade 1; Elementary School Students; Predictor Variables; Decoding (Reading) + Suchen Sie Ihr Suchwort? Hirnlähmung; Kurzzeitgedächtnis; Frühleseunterricht; Reading skill; Lesefertigkeit; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Frühlesen; Non-verbal communication; Nonverbale Kommunikation; Denkfähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Prädiktor; Dekodierung
Abstract	The goal of this longitudinal study was to investigate the precursors of early reading development in 52 children with cerebral palsy at kindergarten level in comparison to 65 children without disabilities. Word Decoding was measured to investigate early reading skills, while Phonological Awareness, Phonological Short-term Memory (STM), Speech Perception, Speech Production and Nonverbal Reasoning were considered reading precursors. Children with cerebral palsy lag behind on all reading precursors at the beginning of the second year of kindergarten. For the children without disabilities, early reading skills in Grade 1 were best predicted by Phonological Awareness and Phonological STM while Speech Production was the most important predictor of early reading success for the children with cerebral palsy, followed by Phonological Awareness and Speech Perception. Furthermore, for children with cerebral palsy, Speech Production appears to dominate reading development, as Speech Production measured at the beginning of the second year of kindergarten was strongly predictive of all other reading precursors measured at the end of the second year of kindergarten. The results of this study reveal that children with cerebral palsy with additional speech impairments are at risk for limited literacy development. Clinical implications are discussed. (Contains 4 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10