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dc.contributor.authorBurgoyne, Kelly
dc.contributor.authorLervag, Arne
dc.contributor.authorMalone, Stephanie
dc.contributor.authorHulme, Charles
dc.date.accessioned2020-02-19T23:11:51Z
dc.date.available2020-02-19T23:11:51Z
dc.date.issued2019
dc.identifier.issn0885-2006
dc.identifier.doi10.1016/j.ecresq.2019.06.005
dc.identifier.urihttp://hdl.handle.net/10072/391239
dc.description.abstractThis study examined the relationship between speech difficulties at school entry and problems learning to read. We test the hypothesis that phonological skills explain the relationship between speech and reading difficulties. Speech skills were assessed in a large (N = 569) unselected sample of 5-year old children just after school entry. Children also completed a wide range of tasks measuring oral language (expressive vocabulary, receptive grammar and listening comprehension), reading and reading-related skills (single word reading, letter-sound knowledge, phoneme awareness, rapid automatized naming) and non-verbal IQ. Assessments were repeated six months later. Speech difficulties were identified in 6.88% of children. Speech difficulties were associated with poorer non-verbal IQ, oral language and reading relative to children without speech difficulties. A mediation model demonstrated that the relationship between speech difficulties and later reading was entirely mediated by phoneme awareness. Speech difficulties at school entry are related to problems in acquiring phoneme awareness which in turn are associated with problems in learning to read. Clinically, our results imply that any child who has a speech difficulty at school entry should be assessed and monitored for broader oral language difficulties and for delays in reading development with a view to providing early intervention to ameliorate such difficulties.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom40
dc.relation.ispartofpageto48
dc.relation.ispartofjournalEarly Childhood Research Quarterly
dc.relation.ispartofvolume49
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1701
dc.subject.keywordsSocial Sciences
dc.subject.keywordsEducation & Educational Research
dc.subject.keywordsPsychology, Developmental
dc.subject.keywordsReading development
dc.titleSpeech difficulties at school entry are a significant risk factor for later reading difficulties
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBurgoyne, K; Lervag, A; Malone, S; Hulme, C, Speech difficulties at school entry are a significant risk factor for later reading difficulties, Early Childhood Research Quarterly, 2019, 49, pp. 40-48
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2020-02-09T22:31:44Z
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2019 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence, which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorMalone, Stephanie


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