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ERIC Number: EJ812581
Record Type: Journal
Publication Date: 2008-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0161-1461
Reading Trajectories of Children with Language Difficulties from Preschool through Fifth Grade
Skibbe, Lori E.; Grimm, Kevin J.; Stanton-Chapman, Tina L.; Justice, Laura M.; Pence, Khara L.; Bowles, Ryan P.
Language, Speech, and Hearing Services in Schools, v39 n4 p475-486 Oct 2008
Purpose: The current work examined which theory of reading development, the "cumulative reading trajectory or the compensatory trajectory of development," most accurately represents the reading trajectories of children with language difficulties (LD) relative to their peers with typical language (TL) skills. Specifically, initial levels of reading skills, overall rate of growth, and patterns of growth were examined. Method: Children were classified according to whether or not they exhibited LD at 54 months of age (LD n = 145; TL n = 653), using data from the National Institute of Child Health and Human Development's Early Child Care Research Network (see NICHD, 1993). A latent shape growth curve model was used to model reading skills at 4 time points from preschool through fifth grade. Results: In comparison to children with TL, children with LD showed lower reading skills in preschool, but their overall reading growth was faster. All children developed the skills associated with reading more rapidly at earlier ages compared to later ages. Children with LD continued to exhibit reading skills that were substantially lower than those of children with TL during fifth grade. Conclusion: Results supported the compensatory trajectory of development. Speech-language pathologists are encouraged to adopt evidence-based practices in order to boost reading outcomes for children with LD beginning in preschool.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Preschool Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A