Reading Achievement Growth in Children With Language Impairments

J. Bruce Tomblin University of Iowa, Iowa City Contact author: Hugh W. Catts, Department of Speech, Language, Hearing, 1000 Sunnyside Avenue, University of Kansas, Lawrence, KS 66045. E-mail: catts{at}ku.edu . Purpose: This study examined the reading achievement growth of children with language impa...

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Bibliographic Details
Published in:Journal of speech, language, and hearing research language, and hearing research, 2008-12, Vol.51 (6), p.1569-1579
Main Authors: Catts, Hugh W, Bridges, Mindy Sittner, Little, Todd D, Tomblin, J. Bruce
Format: Article
Language:English
Subjects:
Achievement
Adolescent
Analysis
Child
Children & youth
Demographic aspects
Developmental disabilities
Disability
Early Reading
Grade 1
Grade 10
Grade 2
Grade 4
Grade 6
Grade 8
Grades (Scholastic)
Humans
Identification
Intellectual disabilities
Kindergarten
Language Acquisition
Language Development Disorders - diagnosis
Language Development Disorders - epidemiology
Language disorders
Language disorders in children
Language Impairments
Longitudinal Studies
R&D
Reading
Reading Achievement
Reading Comprehension
Reading readiness
Reading skills
Recognition (Achievement)
Recognition, Psychology
Research & development
Severity of Illness Index
Standard scores
Studies
Vocabulary
Word Recognition
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Summary:J. Bruce Tomblin University of Iowa, Iowa City Contact author: Hugh W. Catts, Department of Speech, Language, Hearing, 1000 Sunnyside Avenue, University of Kansas, Lawrence, KS 66045. E-mail: catts{at}ku.edu . Purpose: This study examined the reading achievement growth of children with language impairments (LI) across the school grades. The authors sought to determine whether children with LI demonstrate a delayed, deficit, or cumulative pattern of reading achievement growth when compared with children with typical language (TL). Method: A group of 225 children with LI and a group of 379 children with TL were identified in kindergarten and were administered multiple measures of word recognition and reading comprehension in 2nd, 4th, 8th, and 10th grades. Results: Confirmatory factor analyses indicated that the constructs of word recognition and reading comprehension were invariant across grades and groups of children with LI and TL. Further analyses indicated that a multiple group latent growth curve analysis was appropriate. This analysis showed that children with LI differed significantly from children with TL in initial level (2nd grade) of word recognition and reading comprehension, but they did not differ significantly in the shape of their growth trajectories. Conclusion: These results are consistent with a deficit model of reading growth in children with LI. Findings are discussed in terms of implications for early identification. KEY WORDS: language impairment, reading growth, reading achievement CiteULike     Connotea     Del.icio.us     Digg     Facebook     Reddit     Technorati     Twitter     What's this?
ISSN:1092-4388
1558-9102
DOI:10.1044/1092-4388(2008/07-0259)