Reading Trajectories of Children With Language Difficulties From Preschool Through Fifth Grade

Abstract

Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.

Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors

“…Over time, the children's knowledge about science might begin to lag further behind that of their peers. This might occur as a result of attending lowerquality and lower-resourced schools where the science (as well as mathematics and reading) instruction is of lower quality and frequency (Magnuson, Ruhm, & Waldfogel, 2007;Sackes et al, 2011;Skibbe et al, 2008). As the children age, they might begin to adopt increasingly disinterested or negative views toward science as the content becomes increasingly abstract and demanding as well as disconnected from their everyday experiences at home and school (Archer et al, 2010;Stanovich, 1986).…”

School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

“…The results show that, according to the literature, school performance is related to different cognitive abilities, intelligence Dodonova & Dodonov, 2012;Lemos et al, 2008;Oliveira & Soares, 2011;Spinath et al, 2010), oral language (Capovilla & Dias, 2008;Dias & Seabra, 2012;Mokhtari & Niederhauser, 2013;Piccolo & Salles, 2013;Skibbe et al, 2008;Tenório & Ávila, 2012), and EF (Blair & Diamond, 2008;Diamond, 2013;Fonseca et al, 2015;Piccolo & Salles, 2013;Seabra et al, 2014). Attention was the only one that did not correlate with children school performance.…”

“…This finding may be related to the age and educational level of the participants. In other words, oral language in general, and, specifically, PA and vocabulary are important predictors (regarded as precursors) of reading proficiency (Capovilla & Dias, 2008;Cutting et al, 2009;Dias & Seabra, 2012;Kairaluoma et al, 2013;Mokhtari & Niederhauser, 2013;Scarborough, 2009;Seabra & Dias, 2012a;Skibbe et al, 2008). Reading skills, in turn, are developed during the elementary years (EF-I in Brazil), and they are also related to school performance .…”

“…For example, Tenório and Ávila (2012) found significant correlations between the academic performance of students in the early years of elementary school in reading, writing, and arithmetic and their performance on a phonological processing test, especially when considering the measures of PA. In fact, oral language skills have been considered the main predictors of written language performance (Capovilla & Dias, 2008;Dias & Seabra, 2012;Scarborough, 2009;Skibbe et al, 2008;Torppa et al, 2010). There is also evidence of the causal relationship between these skills (Cuadro & Trías, 2008;Seabra & Capovilla, 2011).…”

“…The association between oral language and academic performance, more specifically reading performance, is already well established and widely explored in the literature (Cutting, Materek, Cole, Levine, & Mahone, 2009;Monteiro & Soares, 2014;Seabra & Dias, 2012a;Skibbe et al, 2008). There is evidence of the particular contribution of specific oral language and reading skills, i.e., Phonological Awareness (PA, ability to identify and manipulate sound segments in words), to word recognition and contribution of vocabulary (a set of words which convey a meaning) to reading comprehension (Seabra & Dias, 2012a).…”