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The relationship between speech-language impairments and reading disabilities

¹University of Kansas, Lawrence.

Journal of Speech and Hearing Research

|October 1, 1993

Summary

Children with speech and language impairments in kindergarten showed poorer reading skills later on. Early language ability predicted reading comprehension, while phonological awareness and rapid naming predicted word recognition.

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Area of Science:

Developmental Psychology
Speech-Language Pathology
Educational Psychology

Background:

Children with speech-language impairments (SLI) often face academic challenges.
Early identification of SLI is crucial for timely intervention.
The relationship between early language skills and later reading development requires further investigation.

Purpose of the Study:

To examine the longitudinal relationship between early speech-language impairments and later reading abilities in children.
To identify specific early predictors of written word recognition and reading comprehension.

Main Methods:

A cohort of children with SLI was identified in kindergarten.
Participants completed speech-language assessments, phonological awareness, and rapid automatized naming tasks.
Reading skills (word recognition, comprehension) were assessed in first and second grades.

Main Results:

Children with SLI performed significantly lower on reading tests compared to their non-impaired peers.
Kindergarten language abilities strongly predicted reading comprehension outcomes.
Phonological awareness and rapid automatized naming were the most effective predictors of written word recognition.

Conclusions:

Early speech and language abilities are critical for successful reading development.
Phonological awareness and rapid naming are key indicators for predicting word recognition difficulties.
These findings support early screening and targeted interventions for children at risk of reading disabilities.

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