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ERIC Number: ED062097
Record Type: RIE
Publication Date: 1972-Feb
Pages: 27
Abstractor: N/A
Reference Count: 0
The Relationship of Speech Articulation to Reading and Related Language Skills: A Review. Interim Report 12.
Rubin, Rosalyn; And Others
An extensive review of the literature on the relationship of speech articulation to reading and other language skills has revealed few studies in which relevant variables were clearly defined and carefully controlled. Results of past investigations fail to provide conclusive data due to the lack of consistency in defining disability groups, lack of adequate control groups in studies of intervention techniques, and lack of comparability among measures of educational outcomes (for example oral vs. silent reading tests) used in different studies. Evidence has been found of a small but definite relationship between articulation and other language skills: reading, vocabulary, and other lexical and grammatical errors. Relationships are stronger when oral tests are used to measure the language function (oral reading, reading readiness). Relationships also tend to be stronger when younger children are used as subjects, partly because oral tests must be used when dealing with very young children. There is a great deal of overlap in reading achievement between groups of children with articulation difficulty and those with normal speech. Further research is recommended. References are included. (AL)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Special Education.