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Cited by 617

The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.

The Relationship Between Speech-Language Impairments and Reading Disabilities

Catts, Hugh W.·1993·Journal of Speech, Language, and Hearing Research
DOI 10.1044/jshr.3605.948
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Abstract

A group of children with speech-language impairments was identified in kindergarten and given a battery of speech-language tests and measures of phonological awareness and rapid automatized naming. Subjects were followed in first and second grades and administered tests of written word recognition and reading comprehension. The children with speech-language impairments were found to perform less well on reading tests than a nonimpaired comparison group. Subjects’ performance on standardized measures of language ability in kindergarten was observed to be closely related to reading outcome, especially reading comprehension. Measures of phonological awareness and rapid automatized naming, on the other hand, were found to be the best predictors of written word recognition. The implications of these findings for the early identification and remediation of reading disabilities are discussed.

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Metadata

Authors
Catts, H. W.
Venue
Journal of Speech, Language, and Hearing Research
Publisher
American Speech Language Hearing Association
Published
1993-10
Volume
36
Issue
5
Pages
948-958
ISSN
  • 1092-4388 (ISSN-L)
  • 1558-9102
DOI
10.1044/jshr.3605.948
OpenAlex
W2078695450
Cited by
617
References
4
FWCI
8.78
Type
journal article
Language
en
Open access
closed

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Catts, H. W. (1993). The Relationship Between Speech-Language Impairments and Reading Disabilities. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/jshr.3605.948

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