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Growth of reading skills in children with a history of specific language impairment (SLI): The role of autistic symptomatology and language related abilities

St. Clair, M.C. and Durkin, Kevin and Conti-Ramsden, G. and Pickles, A. (2010) Growth of reading skills in children with a history of specific language impairment (SLI): The role of autistic symptomatology and language related abilities. British Journal of Developmental Psychology, 28 (1). pp. 109-131. ISSN 0261-510X

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Abstract

Individuals with a history of specific language impairment (SLI) often have subsequent problems with reading skills, but there have been some discrepant findings as to the developmental time course of these skills. This study investigates the developmental trajectories of reading skills over a 9-year time-span (from 7 to 16 years of age) in a large sample of individuals with a history of SLI. Relationships among reading skills, autistic symptomatology, and language-related abilities were also investigated. The results indicate that both reading accuracy and comprehension are deficient but that the development of these skills progresses in a consistently parallel fashion to what would be expected from a normative sample of same age peers. Language-related abilities were strongly associated with reading skills. Unlike individuals with SLI only, those with SLI and additional autistic symptomatology had adequate reading accuracy but did not differ from the individuals with SLI only in reading comprehension. They exhibited a significant gap between what they could read and what they could understand when reading. These findings provide strong evidence that individuals with SLI experience continued, long-term deficits in reading skills from childhood to adolescence.

Item type: Article
ID code: 25791
Keywords: spectrum disorders, follow up, developmental lag, working memory, oral language, SLI, comprehention, adolescence, literacy, difficulties, Psychology, Developmental Neuroscience, Developmental and Educational Psychology
Subjects: Philosophy. Psychology. Religion > Psychology
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Psychological Science and Health > Psychology
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Depositing user: Miss Lisa McWhinnie
Date Deposited: 06 Jul 2010 14:53
Last modified: 27 Mar 2014 09:03
URI: http://strathprints.strath.ac.uk/id/eprint/25791

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