The DOI matches its Crossref record.
Reading and spelling in children with severe speech and physical impairments: a comparative study
Abstract
Background: Effective literacy skills are crucial in supporting communication for children with severe speech and physical impairments (SSPI). Reading and spelling difficulties are reported to be over‐represented in this group, even where language and cognitive skills are age appropriate. Aims: To compare the performance of children with SSPI on a range of language, reading and spelling tasks with that of their typically developing peers matched for receptive vocabulary and mental age. Methods & Procedures: A wide range of tasks was developed as part of a larger study exploring phonological awareness, reading and spelling skills. All tasks were accessible to children with severe physical impairments. Two groups of primary school‐aged children were recruited, children with SSPI of average intelligence, and naturally speaking peers, matched for receptive vocabulary. Children were assessed individually on language, non‐verbal cognition, phonological awareness, reading and spelling tasks. Outcomes & Results: Sixteen children with SSPI were recruited. Their performance was compared with that of 15 naturally speaking peers, matched for receptive vocabulary scores. The children with SSPI achieved significantly lower scores on reading and spelling measures relative to their naturally speaking peers. However, at least one participant with SSPI scored at ceiling on each task, indicating that SSPI do not preclude the development of reading and spelling, at least in the early stages of literacy development. Conclusions & Implications: This study indicates that some children with severe speech impairments can develop phonological awareness, reading and spelling skills. However, the data suggest that phonological awareness may not be as good a predictor of reading and spelling abilities in this group of children as in typically developing children. Further research is needed to track development of reading and spelling, as well as the instructional support needed to scaffold more effective skills in these areas.
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“Individuals unable to articulate due to congenital disorders can accurately perform tasks reliant on inner speech, such as rhyme judgements (Baddeley & Wilson, 1985; Bishop & Robson, 1989; Smith et al., 2009; Vallar & Cappa, 1987).”
From Bridging phenomenology and neural mechanisms of inner speech: ALE meta-analysis on egocentricity and spontaneity in a dual-mechanistic framework (2023) · cites this paper as Smith et al., 2009
In the citing paper
“Third, disruption of the articulatory system does not always lead to disrupted inner speech.”
From Bridging phenomenology and neural mechanisms of inner speech: ALE meta-analysis on egocentricity and spontaneity in a dual-mechanistic framework (2023) · cites this paper as Smith et al., 2009
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Cited by
Pratts, J., Pobric, G., & Yao, B. (2023) · NeuroImage · doi:10.1016/j.neuroimage.2023.120399 · Cited by 34
Metadata
- Authors
- Smith, M., Sandberg, A. D., & Larsson, M.
- Affiliations
- Trinity College Dublin (IE)
- University of Gothenburg (SE)
- Corresponding author
- Smith, Martine
- ORCID
- Smith, Martine
- Venue
- International Journal of Language & Communication Disorders
- Publisher
- Wiley
- Published
- 2009-11-12
- Volume
- 44
- Issue
- 6
- Pages
- 864-882
- ISSN
- 1368-2822 (ISSN-L)
- 1460-6984
- OpenAlex
- W2155673229
- Cited by
- 25
- References
- 0
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 2 · 2020: 2 · 2019: 2 · 2018: 1 · 2017: 2 · 2015: 4 · 2014: 2 · 2013: 2 · 2012: 1
- FWCI
- 1.75
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Language & Communication Disorders (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Health Sciences › Health Professions › Occupational Therapy › Assistive Technology in Communication and Mobility
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- reading difficulties, spelling difficulties, literacy development, phonological awareness, children with disabilities, receptive vocabulary, nonverbal cognition, typically developing peers, elementary school students
- MeSH terms
- Adolescent, Ataxia, Child, Child Language, Child, Preschool, Female, Humans, Language Tests, Male, Paralysis, Phonetics, Reading, Severity of Illness Index, Speech Disorders, Writing, Cohort Studies, Children with Disabilities, Dyskinesias
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