Jove
Visualize
Contact Us

Related Experiment Videos

Phonologic impairment and prereading: update on a longitudinal study

P E Webster1, A S Plante, L M Couvillion

  • 1Department of Communication Disorders, University of New Hampshire, Durham 03824, USA.

Journal of Learning Disabilities
|July 1, 1997
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Phonologically impaired preschoolers: rhyme with an eye toward reading.

Perceptual and motor skillsยท1992
See all related articles
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Children with disordered speech (phonologic impairment) struggle with phonological awareness, verbal working memory, and letter knowledge. Working memory may play a key role in these challenges.

Area of Science:

  • Developmental Psychology
  • Speech-Language Pathology
  • Cognitive Science

Background:

  • Phonologic impairment, characterized by disordered speech, can impact various cognitive and linguistic skills in children.
  • Understanding these impacts is crucial for early intervention and educational support.

Purpose of the Study:

  • To investigate the effects of phonologic impairment on phonological awareness, verbal working memory, and letter knowledge in young children.
  • To explore the potential mediating role of verbal working memory in these relationships.

Main Methods:

  • Longitudinal study following 45 children (29 with phonologic impairment, 16 controls) from age 3-6 to 6-0.
  • Matched analysis comparing 15 children with impairment to 15 controls on gender and mental age.
  • Assessment of phonological awareness (phoneme segmentation), verbal working memory, and letter knowledge.

Related Experiment Videos

Main Results:

  • Children with phonologic impairment performed significantly worse on verbal working memory, phoneme segmentation, and letter identification tasks compared to controls.
  • Path analysis indicated verbal working memory as a significant mediating variable.
  • Productive syntax was associated with phonology and working memory but not letter identification.

Conclusions:

  • Phonologic impairment adversely affects phonological awareness, verbal working memory, and letter knowledge in children.
  • Verbal working memory is a critical factor that may mediate the relationship between phonologic impairment and literacy-related skills.
  • Targeting working memory may be beneficial for children with phonologic impairment to improve their literacy outcomes.