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• W2520831803 abstract "Early detection and treatment of dyslexia have attracted much attention in our society. Children with dyslexia experience severe reading and/or spelling problems, which have an influence on their school and career development and their daily life. On the other hand, until now specific language impairment (SLI) is less known by teachers and parents. However, the prevalence of SLI is similar to dyslexia (around 7%). Children with SLI have persistent oral language problems that may be present in different language domains, such as deficits with semantics, morphosyntax, phonology and pragmatics. These children are at high risk to develop dyslexia later on. The overlap between both disorders seems higher than expected, but the amount of the overlap and the causes remain unclear. In daily practice, speech-language therapists have the experience that a number of children with SLI develop dyslexia, but surprisingly also a number of children with SLI do not have problems with word reading and spelling skills. In typically developing children, a number of good predictors for dyslexia have been demonstrated. However, it is unknown whether the same predictors are apparent in children with SLI. It is hard to predict which individual child with SLI is at high risk of developing literacy problems. The purpose of the present dissertation was to analyze the development of different skills important for literacy development in order to find good predictors for literacy delay in children with SLI. Therefore, a longitudinal study was performed in which children with SLI and children of a control group were followed from the last year of kindergarten until the start of grade 3. A whole range of tests was administered yearly measuring phonological, other oral language and literacy skills. Moreover, temporal auditory processing and speech perception were measured once in grade 1. For all these skills, a group of children with SLI and literacy delay was compared to a group of children with SLI and normal literacy and to a control group. These group comparisons revealed that both SLI groups had lower scores compared to the control group for phonological awareness and verbal short-term memory: in the SLI group with literacy delay these lower scores remained until grade 3, while in the SLI group with normal literacy the scores were only persistently lower for more demanding phonological awareness and verbal short-term memory tasks. Kindergarten rapid automatized naming scores were lower" @default.
• W2520831803 created "2016-09-23" @default.
• W2520831803 creator A5000064149 @default.
• W2520831803 date "2012-02-07" @default.
• W2520831803 modified "2023-09-23" @default.
• W2520831803 title "Exploring literacy development in children with specific language impairment: a prospective longitudinal study" @default.
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