Language: Articles and Reports  |   October 1993
The Relationship Between Speech-Language Impairments and Reading Disabilities
 
Author Notes
  • © 1993, American Speech-Language-Hearing Association
Article Information
Speech, Voice & Prosodic Disorders / Language Disorders / Reading & Writing Disorders
Language: Articles and Reports   |   October 1993
The Relationship Between Speech-Language Impairments and Reading Disabilities
Journal of Speech, Language, and Hearing Research, October 1993, Vol. 36, 948-958. doi:10.1044/jshr.3605.948
History: Received August 5, 1992 , Accepted March 9, 1993
 
Journal of Speech, Language, and Hearing Research, October 1993, Vol. 36, 948-958. doi:10.1044/jshr.3605.948
History: Received August 5, 1992; Accepted March 9, 1993

A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects' performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

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