Conversational Language Use as a Predictor of Early Reading Development: Language History as a Moderating Variable.
Purpose: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic cor...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 53; no. 1; pp. 209 - 224 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
February 2010
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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=508139105&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 508139105 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: February 2010 vid: 53 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 508139105 10.1044/1092-4388(2009/08-0060) ppf: 209 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 327KB tig: atl: Conversational Language Use as a Predictor of Early Reading Development: Language History as a Moderating Variable. aug: au: DeThorne, Laura Segebart Petrill, Stephen A. Schatschneider, Chris Cutting, Laurie su: Children's language Reading level of students Verbal ability Prediction of scholastic success sug: subj: Children's language Reading level of students Verbal ability Prediction of scholastic success keyword: Speech fluency ab: Purpose: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory latent factors. Results: In the concurrent prediction of children's early reading abilities, a significant interaction emerged between children's conversational language abilities and their history of reported language difficulties. Specifically, conversational language concurrently predicted reading development above and beyond variance accounted for by formal vocabulary scores, but only in children with a history of reported language difficulties. A similar trend was noted in predicting reading skills 1 year later, but the interaction was not statistically significant. Conclusions: Findings suggest a more nuanced view of the association between spoken language and early reading than is commonly proposed. One possibility is that children with and without a history of reported language difficulties rely on different skills, or the same skills to differing degrees, when completing early reading-related tasks. Future studies should examine the causal link between conversational language and early reading specifically in children with a history of reported language difficulties. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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