Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation

Catts, Hugh W.; Fey, Marc E.; Zhang, Xuyang; Tomblin, J. Bruce

doi:10.1207/s1532799xssr0304_2

Cited by 597 publications

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Section: What Is School Readiness?mentioning

confidence: 99%

“…Oral language skills, including vocabulary and syntax, also support reading comprehension. In addition, they foster children's abilities to understand and comply with the behavioral demands of school (Catts, Fey, Zhang, & Tomblin, 1999 These findings underscore the value of focusing on oral language and emergent literacy skills in Head Start programs to enhance children's cognitive school readiness (Lonigan et al, 2000).Equally important is the acquisition of the social-emotional competencies that support adaptive behavioral adjustment to school and mature approaches to learning (Hughes & Kwok, 2006). During the preschool years, growth in inhibitory control skills promotes the capacity to follow classroom rules, sit still, and learn on demand through listening and watching (McClelland et al, 2006).…”

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Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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Section: What Is School Readiness?mentioning

confidence: 99%

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confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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“…Indeed, language weaknesses serve as well-documented precursors to comprehension difficulties. Longitudinal research involving retrospective analyses of the language history of children with deficits in reading comprehension shows that as many as 70% of children who read poorly in second grade had significant deficits in language skills during kindergarten (Catts, Fey, Zhang, & Tomblin, 1999). A recent report found that fifth graders with poor reading comprehension, despite good word reading, evidenced low language skills as early as I 5 months old A recent report found that fifth graders with poor reading comprehension, despite good word reading, evidenced low language skills as early as 15 months old (Justice, Mashburn, & Petscher, in press).…”

Section: Figure 1 Visual Representation Of the Simple View Of Readinmentioning

confidence: 99%

Increasing Higher Level Language Skills to Improve Reading Comprehension

Hogan¹,

Bridges²,

Justice³

et al. 2011

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Reading comprehension involves two primary processes: (a) decoding printed text and (b) understanding language accessed through the process of decoding. In the early years of reading development, children's ability to comprehend text is largely constrained by individual differences in decoding printed text; however, once decoding becomes automatized, reading comprehension is largely dependent upon one's skills in language comprehension (Catts, Hogan, & Adlof, 2005). In recent decades, numerous studies have investigated how children develop decoding skills and how, when these skills do not develop normally, educators can effectively intervene (e.g., Denton & Mathes, 2003;Simmons et al., 2008;Vellutino, Scanlon, Small, & Fanuele, 2006).Beyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehenBeyond decoding, the substantial role that language skills play in the achievement of skilled reading comprehension has largely been ignored. sion has largely been ignored. This is surprising, given that skilled reading comprehension is critical for modern life; success in education, productivity in society, and almost all types of employment require rapid and thorough assimilation of information from text. Further, there are children who develop good decoding skills but fail to develop comparable levels of reading comprehension. A profile of good word reading in the presence of A profile of good word reading in the presence of poor comprehension affects approximately 10% of school-age children poor comprehension affects approximately 10% of schoolage children (Nation, 2005;Yuill & Oakhill, 1991) and demonstrates that skills other than decoding are impmtant for successful comprehension.Clearly, a focus on the skills that support text comprehension is essential within the teaching of reading (and communication skills more broadly). In this paper, we provide an overview of a large empirical evidence base that shows that the language skills of inferencing, comprehension monitoring, and use of text structure knowledge are critical to successful comprehension. Because these ianguage skills are not reliant on word Dr.

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“…All participants were members of a cohort of children, who were initially sampled while in kindergarten for an epidemiological study of specific language impairment (Tomblin, Smith, & Zhang, 1997). These 16 children continued as members of a cohort being followed in a longitudinal study of language and academic performance (Catts, et al, 1999;Tomblin, Zhang, Buckwalter, & Catts, 2000). The 16 participants for this group were sampled from the larger cohort to form a subgroup of children with average language and reading skills; thus none of the children in this subset were identified as having a language impairment.…”

Section: Participants With Normal Hearingmentioning

confidence: 99%

“…They develop both top-down (i.e., from meaning to print) and bottom-up (i.e., from print to meaning) processing skills. Numerous studies show that reading is closely linked to spoken language development.Specifically, it appears that children who enter school with poor spoken language are at substantial risk for later reading problems (Bishop & Adams, 1990;Catts, Fey, Zhang, & Tomblin, 1999;Felton & Wood, 1989). Writing development is also tied to spoken language development as well as reading development (Berninger, 2000;Catts & Kamhi, 1998; Nippold, 1998).…”

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Exploring the Language and Literacy Outcomes of Pediatric Cochlear Implant Users

2003

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Objective-The principal goal of this study was to investigate the relationship between language and literacy (i.e., reading and writing) skills in pediatric cochlear implant users. A peripheral objective was to identify the children's skills that were in need of remediation and subsequently to provide suggestions for remedial programming. It was predicted that the robust language skills often associated with children who have cochlear implant experience would facilitate the development of literacy skills. It was further proposed that the language and literacy skills of pediatric cochlear implant users would approximate the language and literacy skills of children with normal hearing.Design-Sixteen pediatric cochlear implant users' language and literacy skills were evaluated and then compared with a reference group of 16 age-matched, normal-hearing children. All 32 participants were educated in mainstream classes within the public school system in the Midwest. The "Sentence Formulation" and "Concepts and Directions" subtests of the Clinical Evaluation of Language Fundamentals-3 test were used to evaluate receptive and expressive language skills. Reading comprehension was evaluated with the "Paragraph Comprehension" subtest of the Woodcock Reading Mastery Test. Performance measures for the writing analyses included productivity, complexity and grammaticality measures.Results-Children with cochlear implants performed within 1 SD of the normal-hearing, agematched children on measures of language comprehension, reading comprehension and writing accuracy. However, the children with cochlear implants performed significantly poorer than the children with normal hearing on the expressive "Sentence Formulation" subtest. The cochlear implant users also produced fewer words on the written narrative task than did the normal-hearing children, although there was not a significant difference between groups with respect to total words per clause. Furthermore there was a strong correlation between language performance and reading performance, as well as language performance and total words produced on the written performance measure for the children using cochlear implants. Conclusions-The results of this study suggest that the language skills of pediatric cochlear implant users are related to and correlated with the development of literacy skills within these children. Consequently, the performance of the cochlear implant users, on various language and literacy measures, compared favorably to an age-matched group of children with normal hearing. There were significant differences in the ability of the cochlear implant users to correctly utilize grammatical structures such as conjunctions and correct verb forms when they were required to formulate written and oral sentences. Given this information, it would be appropriate for their Copyright © 2003 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript educational or remedial language programs to emphasize the use and development of these structures....

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Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation

Cited by 597 publications

References 51 publications

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Increasing Higher Level Language Skills to Improve Reading Comprehension

Exploring the Language and Literacy Outcomes of Pediatric Cochlear Implant Users

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