The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments
Abstract
This investigation examined the reading outcomes of children with language impairments (LI). A large subsample of children who participated in an epidemiologic study of language impairments in kindergarten (J. B. Tomblin, N. Records, P. Buckwalter, X. Zhang, E. Smith, & M. O'Brien, 1997) was followed into second and fourth grades. Participants' language, reading, and nonverbal cognitive abilities were assessed. Results indicated that children with LI in kindergarten were at a high risk for reading disabilities in second and fourth grades. This risk was higher for children with a nonspecific language impairment (nonverbal and language deficits) than for those with a specific language impairment (deficits in language alone). Children with LI in kindergarten who had improved in spoken language abilities by second and fourth grades had better reading outcomes than those with persistent language impairments. Also, children's literacy knowledge/experience in kindergarten and their initial reading achievement in second grade were good predictors of subsequent reading outcomes.
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Citations
Cites
Prevalence of Specific Language Impairment in Kindergarten Children
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997) · Journal of Speech, Language, and Hearing Research · doi:10.1044/jslhr.4006.1245 · Cited by 2,288
Self-citationLimitations of the Application of Fourfold Table Analysis to Hospital Data
Berkson, J. (1946) · Biometrics Bulletin · doi:10.2307/3002000 · Cited by 1,810
Long-Term Consistency in Speech/Language Profiles: I. Developmental and Academic Outcomes
BEITCHMAN, J. H., WILSON, B., BROWNLIE, E. B., WALTERS, H., & LANCEE, W. (1996) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-199606000-00021 · Cited by 219
Who shall be called language disordered? Some reflections and one perspective
Lahey, M. (1990) · Journal of Speech and Hearing Disorders · doi:10.1044/jshd.5504.612 · Cited by 128
Cited by
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE‐2 consortium (2017) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12721 · Cited by 1,641
Developmental Dyslexia and Specific Language Impairment: Same or Different?
Bishop, D. V. M., & Snowling, M. J. (2004) · Psychological Bulletin · doi:10.1037/0033-2909.130.6.858 · Cited by 1,356
From single to multiple deficit models of developmental disorders
PENNINGTON, B. (2006) · Cognition · doi:10.1016/j.cognition.2006.04.008 · Cited by 1,167
Peterson, R. L., & Pennington, B. F. (2012) · The Lancet · doi:10.1016/s0140-6736(12)60198-6 · Cited by 759
Beyond phonological skills: broader language skills contribute to the development of reading
Nation, K., & Snowling, M. J. (2004) · Journal of Research in Reading · doi:10.1111/j.1467-9817.2004.00238.x · Cited by 669
Metadata
- Authors
- Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X.
- Venue
- Journal of Speech, Language, and Hearing Research
- Published
- 2002-12
- Volume
- 45
- Issue
- 6
- Pages
- 1142-1157
- ISSN
- 1092-4388 (ISSN-L)
- 1558-9102
- DOI
- 10.1044/1092-4388(2002/093
- OpenAlex
- W2005750438
- Cited by
- 1,048
- References
- 4
- FWCI
- 32.40
- Type
- journal article
- Language
- en
- Open access
- closed
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