Abstract
Purpose: The current work examined which theory of reading development, the cumulative reading trajectory or the compensatory trajectory of development, most accurately represents the reading trajectories of children with language difficulties (LD) relative to their peers with typical language (TL) skills. Specifically, initial levels of reading skills, overall rate of growth, and patterns of growth were examined. Method: Children were classified according to whether or not they exhibited LD at 54 months of age (LD n = 145; TL n = 653), using data from the National Institute of Child Health and Human Development's Early Child Care Research Network (see NICHD, 1993). A latent shape growth curve model was used to model reading skills at 4 time points from preschool through fifth grade. Results: In comparison to children with TL, children with LD showed lower reading skills in preschool, but their overall reading growth was faster. All children developed the skills associated with reading more rapidly at earlier ages compared to later ages. Children with LD continued to exhibit reading skills that were substantially lower than those of children with TL during fifth grade. Conclusion: Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 475-486 |
| Number of pages | 12 |
| Journal | Language, Speech, and Hearing Services in Schools |
| Volume | 39 |
| Issue number | 4 |
| DOIs | |
| State | Published - Oct 1 2008 |
| Externally published | Yes |
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Keywords
- Language
- Literacy
- Quantitative research analysis
ASJC Scopus subject areas
- Linguistics and Language
- Speech and Hearing
- Language and Linguistics
Cite this
Reading trajectories of children with language difficulties from preschool through fifth grade. / Skibbe, Lori E.; Grimm, Kevin; Stanton-Chapman, Tina L.; Justice, Laura M.; Pence, Khara L.; Bowles, Ryan P.
In: Language, Speech, and Hearing Services in Schools, Vol. 39, No. 4, 01.10.2008, p. 475-486.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Reading trajectories of children with language difficulties from preschool through fifth grade
AU - Skibbe, Lori E.
AU - Grimm, Kevin
AU - Stanton-Chapman, Tina L.
AU - Justice, Laura M.
AU - Pence, Khara L.
AU - Bowles, Ryan P.
PY - 2008/10/1
Y1 - 2008/10/1
N2 - Purpose: The current work examined which theory of reading development, the cumulative reading trajectory or the compensatory trajectory of development, most accurately represents the reading trajectories of children with language difficulties (LD) relative to their peers with typical language (TL) skills. Specifically, initial levels of reading skills, overall rate of growth, and patterns of growth were examined. Method: Children were classified according to whether or not they exhibited LD at 54 months of age (LD n = 145; TL n = 653), using data from the National Institute of Child Health and Human Development's Early Child Care Research Network (see NICHD, 1993). A latent shape growth curve model was used to model reading skills at 4 time points from preschool through fifth grade. Results: In comparison to children with TL, children with LD showed lower reading skills in preschool, but their overall reading growth was faster. All children developed the skills associated with reading more rapidly at earlier ages compared to later ages. Children with LD continued to exhibit reading skills that were substantially lower than those of children with TL during fifth grade. Conclusion: Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.
AB - Purpose: The current work examined which theory of reading development, the cumulative reading trajectory or the compensatory trajectory of development, most accurately represents the reading trajectories of children with language difficulties (LD) relative to their peers with typical language (TL) skills. Specifically, initial levels of reading skills, overall rate of growth, and patterns of growth were examined. Method: Children were classified according to whether or not they exhibited LD at 54 months of age (LD n = 145; TL n = 653), using data from the National Institute of Child Health and Human Development's Early Child Care Research Network (see NICHD, 1993). A latent shape growth curve model was used to model reading skills at 4 time points from preschool through fifth grade. Results: In comparison to children with TL, children with LD showed lower reading skills in preschool, but their overall reading growth was faster. All children developed the skills associated with reading more rapidly at earlier ages compared to later ages. Children with LD continued to exhibit reading skills that were substantially lower than those of children with TL during fifth grade. Conclusion: Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.
KW - Language
KW - Literacy
KW - Quantitative research analysis
UR - http://www.scopus.com/inward/record.url?scp=55249091644&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=55249091644&partnerID=8YFLogxK
U2 - 10.1044/0161-1461(2008/07-0016)
DO - 10.1044/0161-1461(2008/07-0016)
M3 - Article
C2 - 18820089
AN - SCOPUS:55249091644
VL - 39
SP - 475
EP - 486
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
SN - 0161-1461
IS - 4
ER -