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Assessing Dyslexia at Six Year of Age
Published on: May 1, 2020
Literacy and children with specific language impairment.
C Melanie Schuele1, Elizabeth J Spencer, Karen Barako-Arndt
1Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN 37232-8242, USA. melanie.schuele@vanderbilt.edu
Seminars in Speech and Language
|March 7, 2007
Summary
Children with specific language impairment (SLI) face literacy challenges. This review explores literacy outcomes and evidence-based intervention principles for preschoolers and early school-age children with SLI.
Area of Science:
- Speech and Language Pathology
- Developmental Psychology
- Education
Background:
- Specific language impairment (SLI) affects language development, potentially impacting literacy.
- Early identification and intervention are crucial for children with SLI.
- Understanding literacy outcomes in SLI informs targeted support.
Purpose of the Study:
- To review literacy outcomes for children with specific language impairment.
- To outline principles and approaches for literacy intervention in preschool and early school-age children with language impairments.
Main Methods:
- Literature review synthesizing findings on literacy in SLI.
- Analysis of intervention principles and evidence-based approaches.
- Focus on developmental and intervention literature.
Main Results:
- Children with SLI often experience difficulties in literacy development.
- Best practice principles guide effective intervention.
- Specific strategies are needed for preschool and early school-age populations.
Conclusions:
- Literacy outcomes for children with SLI require focused attention.
- Evidence-based interventions, guided by developmental principles, are essential.
- Tailored approaches for different age groups enhance literacy acquisition in children with language impairments.
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