Reading trajectories of children with language difficulties from preschool through fifth grade

Lori E. Skibbe, Kevin Grimm, Tina L. Stanton-Chapman, Laura M. Justice, Khara L. Pence, Ryan P. Bowles

Research output: Contribution to journalArticle

58 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)475-486
Number of pages12
JournalLanguage, Speech, and Hearing Services in Schools
Volume39
Issue number4
DOIs
StatePublished - Oct 1 2008
Externally publishedYes

Fingerprint

Child Language
Reading
school grade
Language
language
National Institute of Child Health and Human Development (U.S.)
Growth
Language Difficulties
Trajectory
Evidence-Based Practice
Child Care
child care
Reading Skills

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 journalArticle

Skibbe, Lori E. ; Grimm, Kevin ; Stanton-Chapman, Tina L. ; Justice, Laura M. ; Pence, Khara L. ; Bowles, Ryan P. / Reading trajectories of children with language difficulties from preschool through fifth grade. In: Language, Speech, and Hearing Services in Schools. 2008 ; Vol. 39, No. 4. pp. 475-486.
@article{379f8e689fdb43fa956db2b7a5c74e2c,
title = "Reading trajectories of children with language difficulties from preschool through fifth grade",
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.",
keywords = "Language, Literacy, Quantitative research analysis",
author = "Skibbe, {Lori E.} and Kevin Grimm and Stanton-Chapman, {Tina L.} and Justice, {Laura M.} and Pence, {Khara L.} and Bowles, {Ryan P.}",
year = "2008",
month = "10",
day = "1",
doi = "10.1044/0161-1461(2008/07-0016)",
language = "English (US)",
volume = "39",
pages = "475--486",
journal = "Language, Speech, and Hearing Services in Schools",
issn = "0161-1461",
publisher = "American Speech-Language-Hearing Association (ASHA)",
number = "4",

}

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 -