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Examining the relationships among speech-language and reading skills in children with a history of speech-language or reading disorders

Ekelman, Barbara Lee
http://rave.ohiolink.edu/etdc/view?acc_num=case1056985925

Abstract Details

1993, Doctor of Philosophy, Case Western Reserve University, Communication Sciences.
The present investigation examined the relationships among speech-language and reading abilities in a sample of Standard American speaking, middle to upper middle class third grade children with histories of speech-language or reading deficits. Based on speech-language and reading history, fifty third grade children were assigned to one of the following five groups (10 subjects; 5 boys, 5 girls per group): (S) Speech disorder; (L) Language disorder; (SL) Speech and Language disorder; (R) Reading disorder; or (N) Normal speech-language and reading. The subjects were between 8.25 and 10.22 years of age (mean = 8.96; sd = 0.44). Each subject demonstrated normal hearing sensitivity, normal neurological status, no evidence of craniofacial anomalies, absence of autism or emotional disturbance, and a nonverbal IQ within normal limits. The data collected in the present study included scores from several speech-language (including language, metalinguistics, narrative and phonological processing) and reading (including word decoding and reading comprehension) measures. Results showed that L, SL and R groups performed more poorly than N and S groups on many speech-language and reading measures. The L and SL group tend ed to score more poorly than the R group on the experimental battery suggesting that the R group contained subjects with less severe language-learning disorders. Although the S group scored low on word/phrase repetition tasks, this group did not evidence other language or reading limitations. Phonological processing abilities were found to explain the greatest amount of variance in word decoding skills, whereas language/metalinguistic skills explained the greatest amount of variance in reading comprehension skills. The relationship between word decoding and reading comprehension is discussed. The group data and regression findings are significant in that they provide valuable information for identifying children at risk for language-learning difficulties. The findings also provide an information base for diagnosis and remediation.
Danielle Ripich (Advisor)
347 p.
Examining relationships speech-language reading skills children history reading disorders

Recommended Citations

Citations

  • Ekelman, B. L. (1993). Examining the relationships among speech-language and reading skills in children with a history of speech-language or reading disorders [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1056985925

    APA Style (7th edition)

  • Ekelman, Barbara. Examining the relationships among speech-language and reading skills in children with a history of speech-language or reading disorders. 1993. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1056985925.

    MLA Style (8th edition)

  • Ekelman, Barbara. "Examining the relationships among speech-language and reading skills in children with a history of speech-language or reading disorders." Doctoral dissertation, Case Western Reserve University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=case1056985925

    Chicago Manual of Style (17th edition)

case1056985925
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© 1993, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.