Emergent Literacy in Spanish-Speaking Children with Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

Autor/inn/en	Pratt, Amy S.; Grinstead, John A.; McCauley, Rebecca J.
Titel	Emergent Literacy in Spanish-Speaking Children with Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 12, S.4193-4207 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pratt, Amy S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Emergent Literacy; Spanish Speaking; Monolingualism; Preschool Children; Developmental Disabilities; Language Impairments; At Risk Persons; Mexicans; Reading Comprehension; Oral Language; Phonological Awareness; Rhyme; Handwriting; Alphabets; Intelligence Tests; Screening Tests; Foreign Countries; Mexico; Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Risikogruppe; Mexikaner; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Reim; Handschrift; Buchstabenschrift; Intelligence test; Intelligenztest; Screening-Verfahren; Ausland; Mexiko
Abstract	Purpose: This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method: Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M[subscript age] = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results: On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score "at risk." Conclusions: The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01