Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.
Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This metaanalysis examines whether these children are at higher risk of languag...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 1; pp. 164 - 178 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Jan2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=182006556&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 182006556 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Jan2025 vid: 68 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 182006556 10.1044/2024_JSLHR-24-00170 ppf: 164 ppct: 14 formats: fmt: @attributes: type: P size: 1021KB tig: atl: Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis. aug: au: Walquist-Sørli, Line Caglar-Ryeng, Ømur Furnes, Bjarte Nergård-Nilssen, Trude Donolato, Enrica Melby-Lervåg, Monica affil: Department of Education, UiT The Arctic University of Norway, Tromsø. Faculty of Psychology, University of Bergen, Norway CREATE - Centre for Research on Equality in Education, University of Oslo, Norway Department of Special Needs Education, University of Oslo, Norway su: Reading disability Children with disabilities Language disorders Speech disorders Disease risk factors Children Dyslexia -- Risk factors Risk assessment Research funding Meta-analysis Descriptive statistics Systematic reviews MEDLINE Inferential statistics Data analysis software Confidence intervals Psychology information storage & retrieval systems ERIC (Information retrieval system) Regression analysis Disease complications sug: subj: Reading disability Children with disabilities Language disorders Speech disorders Disease risk factors Children Dyslexia -- Risk factors Risk assessment Research funding Meta-analysis Descriptive statistics Systematic reviews MEDLINE Inferential statistics Data analysis software Confidence intervals Psychology information storage & retrieval systems ERIC (Information retrieval system) Regression analysis Disease complications ab: Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This metaanalysis examines whether these children are at higher risk of language and reading difficulties compared to their peers. Method: The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls. Additionally, we evaluated 37 effect sizes from correlational studies in general populations to examine the relationship between speech sound skills and language or reading skills. Results: Children with speech sound difficulties showed significant concurrent language (Hedges' g = --0.60) and reading (Hedges' g = --0.58) problems. Correlational studies also demonstrated a relationship between speech sound skills and language (r = .23) and reading (r = .23) skills. Phonological awareness and study quality were significant moderators. Longitudinal studies showed persistent or increasing group differences over time in language (Hedges' g = --0.85) and reading (Hedges' g = --0.50). These findings were consistent regardless of the severity or types of speech sound difficulties, nonverbal IQ, country, age, and publication year. However, a precision-effect test and the precision-effect estimate with standard errors analysis suggested a potential decrease in effect size due to publication bias from small sample sizes in primary studies. Conclusion: Children with speech sound difficulties are at an increased risk of language and reading difficulties, emphasizing the need for broader language assessments and early interventions to mitigate future academic difficulties. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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