Reading Achievement Growth in Children With Language Impairments

Catts, Hugh W.; Bridges, Mindy Sittner; Little, Todd D.; Tomblin, J. Bruce

doi:10.1044/1092-4388(2008/07-0259)

Cited by 191 publications

(147 citation statements)

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“…There is a large body of work showing that speech impairments are associated with sharply lower scores on tests of reading and math (Catts 1993;Walker et al 1994;Stothard et al 1998;Catts et al 2002;Knox 2002;Nathan et al 2004;Catts et al 2008;Harrison et al 2009;Eide and Showalter 2010;Law et al 2010). There is also evidence, albeit weaker, that children with speech impairments go on to receive fewer years of education than their counterparts without speech impairments (Snowling et al 2001;Johnson et al 2010).…”

Section: Introductionmentioning

confidence: 99%

The kid's speech: The effect of stuttering on human capital acquisition

Rees

Sabia

2014

Economics of Education Review

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. A number of studies have shown that childhood speech impairments such as stuttering are associated with lower test scores and educational attainment. However, it is unclear whether this result is causal in nature or whether it can be explained by difficult-to-measure heterogeneity at the community, family, or individual level. Using data from the National Longitudinal Study of Adolescent Health and ordinary least squares, we show that stuttering is negatively associated with high school grades, the probability of high school graduation, and the probability of college attendance. However, empirical specifications with family fixed effects or controls for learning disabilities such as Attention Deficit Hyperactivity Disorder suggest that these associations can, in large part, be explained by difficult-to-measure heterogeneity. JEL Classification:I1, I2

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Section: Introductionmentioning

confidence: 99%

The kid's speech: The effect of stuttering on human capital acquisition

Rees

Sabia

2014

Economics of Education Review

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“…Speech production difficulties, experienced by many children with DS (Cleland, Wood, Hardcastle, Wishart, & Timmins, 2010) and some children with SLI (Shriberg, Tomblin, & McSweeney, 1999) may also limit responses. Semantic priming experiments (e.g., Nation & Snowling, 1999) offer alternative, implicit assessments of semantic association, although assessments based on printed words are inappropriate for some children with SLI or with DS with more limited reading skills (e.g., Catts, Bridges, Little, & Tomblin, 2008;Laws, 2010). Auditory lexical decision tasks can reveal the strength of semantic associations (e.g., Pizzioli & Schelstrate, 2011) but performance could be affected by hearing loss, which is common in DS (Davies, 1996), or by severely limited memory spans that, in some individuals with DS, do not extend to two items (e.g., Laws & Gunn, 2004).…”

Section: Vocabulary and Semantic Knowledge In Sli And Down Syndromementioning

confidence: 99%

Receptive vocabulary and semantic knowledge in children with SLI and children with Down syndrome

Laws

Briscoe

Ang

et al. 2014

Child Neuropsychology

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“…These include literacy (Botting, Simkin & Conti-Ramsden, 2006;Catts, Fey, Tomblin & Zhang, 2002, Catts, Bridges, Little & Tomblin, 2008Stothard, Snowling, Bishop, Chipchase & Kaplan, 1998), academic attainment (Conti-Ramsden, Durkin, Simkin & Knox, 2009;Knox, 2002;Snowling et al, 2001) and social, emotional and behavioral functioning (Beitchman et al, 1996;Botting & Conti-Ramsden, 2000;Clegg et al, 2005). All the studies cited above are of clinically referred participants with a confirmed diagnosis of SLCD.…”

Section: Language and Communication Difficulties In Adolescentsmentioning

confidence: 99%

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

Joffe

Black

2012

LSHSS

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. Permanent repository link: E-mail: v.joffe@city.ac.ukThis is an author-produced manuscript that has been peer reviewed and accepted for publication in Language, Speech, and Hearing Services in Schools (LSHSS). As the "Papers in Press" version of the manuscript, it has not yet undergone copyediting, proofreading, or other quality controls associated with final published articles. As the publisher and copyright holder, the American Speech-Language-Hearing Association (ASHA) disclaims any liability resulting from use of inaccurate or misleading data or information contained herein. Further, the authors have disclosed that permission has been obtained for use of any copyrighted material and that, if applicable, conflicts of interest have been noted in the manuscript. SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE 2 AbstractPurpose: Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional and behavioral difficulties (SEBD). Most studies of social, emotional and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a non clinical group of 12-year old students with low language and educational performance from their own perspectives and those of their parents and teachers. Method:The Strengths and Difficulties Questionnaire was given to 352 mainstream secondary school students underperforming academically and with poor language performance. Two hundred and twenty five of their parents and 230 of their teachers also completed the questionnaire.Results: Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents and teachers.Significant differences were found across respondents with students identifying more overall difficulties than parents or teachers.Conclusions: Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.Key Words: social, emotional and behavioral difficulties, adolescence, poor language performance, poor educational attainment, student, parent and teacher perspectives. SOCIAL AND EMOTIONAL FUNCTIONING IN ADOLESCENCE 3There is strong evidence for a relationship between language ability and social, emotional and behavioral functioning (SEBF) with an increased prevalence of social, emotional and behavioral difficulties (SEBD) reported in children with language impairments (Beitchman et al., 1996;Durkin & Conti-Ramsden, 2010;Fujiki, Brinton & Clarke, 2002) and an increased prevalence of language difficulties found in children identified as having social, emotional and ...

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Reading Achievement Growth in Children With Language Impairments

Cited by 191 publications

References 41 publications

The kid's speech: The effect of stuttering on human capital acquisition

The kid's speech: The effect of stuttering on human capital acquisition

Receptive vocabulary and semantic knowledge in children with SLI and children with Down syndrome

Social, Emotional, and Behavioral Functioning of Secondary School Students With Low Academic and Language Performance: Perspectives From Students, Teachers, and Parents

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