The Association of Reading Disability, Behavioral Disorders, and Language Impairment among Second-grade Children

Tomblin, J. Bruce; Zhang, Xuyang; Buckwalter, Paula; Catts, Hugh W.

doi:10.1017/s002196300000559x

Cited by 66 publications

(78 citation statements)

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“…For example, Beswick et al (2005) report a gender bias, as the teachers tended to rate the reading skills of females more positively than males. This finding is consistent with other evidence suggesting that more boys tend to be diagnosed with learning and behavioural difficulties than girls (e.g., Bruchmüller, Margraf, & Schneider, 2012;Shaywitz & Shaywitz, 2003;Tomblin, Zhang, Buckwalter, & Catts, 2000). In addition to gender, teachers in the Beswick study were more negative in their ratings of children repeating kindergarten, children with mothers who had low education levels and children with behavioural difficulties in the classroom.…”

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confidence: 89%

The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments

Kolne

Gonnerman

Marquis

et al. 2016

L & L

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In this study, teachers of kindergarten and grade one French-speaking students indicated the likelihood their students would develop later spelling difficulties. Results showed that language measures, language background, the education levels of parents, and home literacy practices predicted whether children would be identified as at-risk. Moreover, children's oral language skills accounted for even more of the variance in teacher ratings than other variables. Spelling performance assessed 1-year later from a subset of children indicated that the teacher predictions were accurate. Thus, teachers appear to be an effective source for predicting children's future literacy performance.

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supporting

confidence: 89%

The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments

Kolne

Gonnerman

Marquis

et al. 2016

L & L

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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%

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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“…These disabilities can occur alone or in varying combinations and can range from mild to severe. The prevalence of children's emotional and behavioural problems have been reported to range from 5% to 20%, being more common among boys than girls (6)(7)(8)(9) and, the association between learning disabilities and behavioural and emotional problems has been indicated in many previous studies (3,(10)(11)(12)(13)(14)(15). They have also been found to be more persistent when they cooccur with behaviour problems in the early school years compared to learning disabilities occurring alone (10,11,13,16,17).…”

Section: Introductionmentioning

confidence: 99%

“…They have also been found to be more persistent when they cooccur with behaviour problems in the early school years compared to learning disabilities occurring alone (10,11,13,16,17). Behavioural problems at 5 years of age related to speech/language and developmental delays seem to be good predictors of later learning disabilities (12,18,19).…”

Section: Introductionmentioning

confidence: 99%

An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

Taanila

Yliherva

Kaakinen

et al. 2011

International Journal of Circumpolar Health

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Objectives. To investigate the association between learning difficulties (LDs) and behavioural and emotional problems of 8-year-old children in the Northern Finland Birth Cohort 1986 (n=9432). Study design. A cross-sectional study. Methods.Teachers assessed children's behaviour with a Rutter scale (RB2) and assessed their learning with questions about whether a child had difficulties in reading, spelling and mathematics. Results. Of the children, 21.4% (n=1774) had 1 or more learning difficulties (LDs): 12.3% (n=1026) had a verbal LD, 3.0% (n=248) a mathematical LD and 6.0% (n=500) a combined LD. For boys with LDs, an adjusted odds ratio of having behavioural problems was 3.1 (95% CI 2.5-4.0) and emotional problems 3.0 (2.0-4.6), and for girls 3.9 (2.6-5.8) and 5.3 (3.6-8.1), respectively. In boys and girls, verbal difficulties were associated with behavioural and emotional problems whereas mathematical difficulties were associated with behavioural problems in boys and with emotional problems in girls. Divorced and reconstructed family types were significant risk factors for LDs and behavioural problems, whereas a lifelong one-parent family type was a risk factor for behavioural problems, but not for LDs. A child's younger age compared to that of classmates, a mother's and a father's low education level and a low family SES were risk factors for having LDs. Conclusion. More attention should be paid to children whose families are facing adverse circumstances, especially as it affects their preschool education, in order to support their learning and school attendance.

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The Association of Reading Disability, Behavioral Disorders, and Language Impairment among Second-grade Children

Cited by 66 publications

References 0 publications

The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments

The Factors Contributing to Teacher Predictions of Spelling Ability, and the Accuracy of Their Assessments

Exploring the Language and Literacy Outcomes of Pediatric Cochlear Implant Users

An epidemiological study on Finnish school-aged children with learning difficulties and behavioural problems

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