Omat työkalut

Tiina Siiskonen (2010)

Kielelliset erityisvaikeudet ja lukemaan oppiminen

PhD thesis, University of Jyväskylä, P.O. Box 35, FI-40014 University of Jyväskylä. (ISBN: 978-951-39-3833-8).

 

Siiskonen, Tiina

Specific language impairments and learning to read

Jyväskylä: University of Jyväskylä, 2010, 205 p.

(Jyväskylä Studies in Education, Psychology and Social Research

ISSN 0075-4625; 386)

ISBN 978-951-39-3833-8

Summary

Diss.

 

This study addressed the connections between specific language impairments and difficulties in literacy acquisition. Finnish second- and third-grade pupils usually master basic literacy skills well. Therefore, the main target group of this study was 8–9-year-old pupils. The participants comprised of 40 pupils whose primary diagnosis was specific language impairment (dysphasia). In addition, the development of six pupils was followed over the first three school years and again at the end of the ninth grade. On average, most of the participants performed in nonverbal tasks as well as the norm group. In speech motor fluency, repetition of non-word series, serial naming speed, phonological awareness, and in letter knowledge, the performances of the majority were below average. There was a lot of variation in the performances. Particularly with regards to the speed and accuracy of serial naming, there were some extremely slow and inaccurate performances. Nonetheless, the majority of the participants did not differ from the average of the norm group in serial naming accuracy. Phonological awareness, letter knowledge, speed and accuracy of serial naming, as well as speech motor fluency, accounted for most of the variation in the literacy skills. Only serial naming speed and speech motor fluency accounted for more than half of the variation. Moreover, in the follow-up group, the degree of these difficulties was consistently connected to the development of the pupils’ literacy skills. In addition to slow serial naming, difficulties in speech motor fluency and inaccuracy of serial naming were specific risk factors – and obvious obstacles – in learning to read.

 

Keywords: specific language impairment (SLI), language impairment (LI), developmental language disorder (DLD), dysphasia, developmental language learning impairments (LLI), reading disability (RD), dyslexia

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