Speech and Language Difficulties in Children With and Without a Family History of Dyslexia

Carroll, Julia M.; Myers, Joanne M.

doi:10.1080/10888430903150634

Cited by 19 publications

(22 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Relevant to this issue, Nash, Hulme, Gooch, and Snowling (2013) reported that approximately one-third of their sample of children at family risk of dyslexia fulfilled diagnostic criteria for SLI. Further, two cross-sectional studies of children at family risk of dyslexia (FR+) provide some relevant data pertinent to the issue of uncontrolled speech problems ( Carroll & Snowling, 2004 ; Carroll & Myers, 2010 ). In one of the Chinese studies reviewed, McBride-Chang et al (2008) reported that 5-year olds with language-delay performed significantly worse than controls across all tasks known to be concurrent predictors of reading in Chinese (namely, syllable deletion, tone detection, RAN digits, morphological awareness, and a task requiring mapping of characters to sounds, tapping visuospatial processing).…”

Section: Discussionmentioning

confidence: 99%

Oral language deficits in familial dyslexia: A meta-analysis and review.

Snowling

Melby‐Lervåg

2016

Psychological Bulletin

342

384

View full text Add to dashboard Cite

This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, phonological awareness and rapid automatized naming [RAN]). Findings are mixed with regard to auditory and visual perception: they do not appear subject to slow motor development, but lack of control for comorbidities confounds interpretation. Longitudinal studies of outcomes show that children at family risk who go on to fulfil criteria for dyslexia have more severe impairments in preschool language than those who are defined as normal readers, but the latter group do less well than controls. Similarly at school age, family risk of dyslexia is associated with significantly poor phonological awareness and literacy skills. Although there is no strong evidence that children at family risk are brought up in an environment that differs significantly from that of controls, their parents tend to have lower educational levels and read less frequently to themselves. Together, the findings suggest that a phonological processing deficit can be conceptualized as an endophenotype of dyslexia that increases the continuous risk of reading difficulties; in turn its impact may be moderated by protective factors.

show abstract

Section: Discussionmentioning

confidence: 99%

Oral language deficits in familial dyslexia: A meta-analysis and review.

Snowling

Melby‐Lervåg

2016

Psychological Bulletin

342

384

View full text Add to dashboard Cite

show abstract

“…This research follows up with children initially recruited for a previous study comparing children at risk of reading difficulty with no-risk controls (Carroll & Myers, 2010). As such, it presented an ideal sample to access children with early PP and language deficits.…”

Section: The Current Studymentioning

confidence: 99%

Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit

Cunningham

Carroll

2013

Applied Psycholinguistics

Self Cite

View full text Add to dashboard Cite

This study examines the contribution of early phonological processing (PP) and language skills on later phonological awareness (PA) and morphological awareness (MA), as well as the links among PA, MA, and reading. Children 4-6 years of age with poor PP at the start of school showed weaker PA and MA 3 years later (age 7-9), regardless of their language skills. PA and phonological and morphological strategies predict reading accuracy, whereas MA predicts reading comprehension. Our findings suggest that children with poor early PP are more at risk of developing deficits in MA and PA than children with poor language. They also suggest that there is a direct link between PA and reading accuracy and between MA and reading comprehension that cannot be accounted for by strategy use at the word level.

show abstract

“…As described inCarroll and Myers (2010), 210 children were originally recruited, but 12 completed only a subset of the measures, and 35 were recruited because of a history of speech and language difficulties, and are not included in this paper.© 2014 John Wiley & Sons Ltd…”

mentioning

confidence: 99%

The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress

Carroll

Mundy

Cunningham

2014

Developmental Science

Self Cite

View full text Add to dashboard Cite

It is well established that speech, language and phonological skills are closely associated with literacy, and that children with a family risk of dyslexia (FRD) tend to show deficits in each of these areas in the preschool years. This paper examines what the relationships are between FRD and these skills, and whether deficits in speech, language and phonological processing fully account for the increased risk of dyslexia in children with FRD. One hundred and fifty-three 4-6-year-old children, 44 of whom had FRD, completed a battery of speech, language, phonology and literacy tasks. Word reading and spelling were retested 6 months later, and text reading accuracy and reading comprehension were tested 3 years later. The children with FRD were at increased risk of developing difficulties in reading accuracy, but not reading comprehension. Four groups were compared: good and poor readers with and without FRD. In most cases good readers outperformed poor readers regardless of family history, but there was an effect of family history on naming and nonword repetition regardless of literacy outcome, suggesting a role for speech production skills as an endophenotype of dyslexia. Phonological processing predicted spelling, while language predicted text reading accuracy and comprehension. FRD was a significant additional predictor of reading and spelling after controlling for speech production, language and phonological processing, suggesting that children with FRD show additional difficulties in literacy that cannot be fully explained in terms of their language and phonological skills.

show abstract

Speech and Language Difficulties in Children With and Without a Family History of Dyslexia

Cited by 19 publications

References 21 publications

Oral language deficits in familial dyslexia: A meta-analysis and review.

Oral language deficits in familial dyslexia: A meta-analysis and review.

Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit

The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress

Contact Info

Product

Resources

About