Children Who Read Words Accurately Despite Language Impairment: Who Are They and How Do They Do It?

Dorothy V. M. Bishop, David McDonald, Sarah Bird, Marianna E. Hayiou-Thomas

Research output: Contribution to journalArticlepeer-review

Abstract

Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only (n = 35), dyslexia (DX) only (n = 73), LI + DX (n = 54), or as typically developing (TD; n = 176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI.

Original languageEnglish
Pages (from-to)593-605
Number of pages13
JournalChild Development
Volume80
Issue number2
DOIs
Publication statusPublished - Mar 2009

Keywords

  • SIMPLE VIEW
  • PHONOLOGICAL AWARENESS
  • DEVELOPMENTAL DYSLEXIA
  • NAMING DEFICITS
  • TWINS
  • COMPREHENSION
  • SKILLS
  • DIFFICULTIES
  • MULTIVARIATE
  • DISORDERS

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