Journal article
Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation
Scientific studies of reading, Vol.3(4), pp.331-361
10/01/1999
DOI: 10.1207/s1532799xssr0304_2
Abstract
This study examined the contributions of phonological processing and oral language abilities to reading and reading disabilities in young children. Two approaches were taken. First, 604 participants were divided into good and poor readers on the basis of reading performance in second grade. Reading groups were then compared in terms of kindergarten phonological processing and other language abilities. In a second approach, multiple regression was employed to investigate the relative contributions of phonological processing and oral language abilities in predicting second-grade reading achievement across reading groups. Results indicated that over 70% of poor readers had a history of language deficits in kindergarten. Most of these children had problems in both phonological processing and oral language. Regression analyses further indicated that oral language and phonological processing abilities each accounted for unique variance in reading achievement. These results suggest that language-based theories of reading and reading disabilities must include both phonological processing and oral language abilities.
Details
- Title: Subtitle
- Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation
- Creators
- Hugh W CattsMarc E FeyXuyang ZhangJ. Bruce Tomblin
- Resource Type
- Journal article
- Publication Details
- Scientific studies of reading, Vol.3(4), pp.331-361
- Publisher
- Lawrence Erlbaum Associates, Inc
- DOI
- 10.1207/s1532799xssr0304_2
- ISSN
- 1088-8438
- eISSN
- 1532-799X
- Language
- English
- Date published
- 10/01/1999
- Academic Unit
- Communication Sciences and Disorders; Iowa Neuroscience Institute
- Record Identifier
- 9984071966702771
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