ERIC Number: EJ885265
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: N/A
Oral Reading and Expressive Language after Childhood Traumatic Brain Injury: Trajectory and Correlates of Change over Time
Hanten, Gerri; Li, Xiaoqi; Newsome, Mary R.; Swank, Paul; Chapman, Sandra B.; Dennis, Maureen; Barnes, Marcia; Ewing-Cobbs, Linda; Levin, Harvey S.
Topics in Language Disorders, v29 n3 p236-248 Jul-Sep 2009
Oral reading and expressive language skills were examined in 2 cohorts of children aged 5-15 years, who had mild, moderate, or severe traumatic brain injury. Children recruited prospectively from time of injury were assessed on 5 occasions over 2 years in a longitudinal study of change in reading skills, using the Gray Oral Reading Test-3rd Edition, and in expressive language, using the Formulated Sentences subtest of the Clinical Evaluation of Language Fundamentals-3rd Edition. Contributions of related cognitive-linguistic skills were also examined. Children recruited retrospectively were studied on a single occasion in a cross-sectional design investigating the contribution of age-related variables to the reading and sentence formulation scores. Similar to previous studies of childhood traumatic brain injury, children injured when younger initially showed a more rapid rate of recovery but poorer overall performance on outcome measures than did children injured when older. Socioeconomic status strongly predicted outcome for both reading and expressive language.
Descriptors: Sentences, Oral Reading, Head Injuries, Reading Tests, Children, Brain, Expressive Language, Reading Skills, Language Skills, Clinical Diagnosis, Thinking Skills, Age Differences, Measures (Individuals), Socioeconomic Background, Socioeconomic Influences, Early Adolescents, Longitudinal Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gray Oral Reading Test