The Relationship Between Multiple Birth Children's Early Phonological Skills and Later Literacy

McMahon, Sandra, Stassi, Kelly and Dodd, Barbara (1998) The Relationship Between Multiple Birth Children's Early Phonological Skills and Later Literacy. Language, speech, and hearing services in schools, 29 1: 11-23. doi:10.1044/0161-1461.2901.11


Author McMahon, Sandra
Stassi, Kelly
Dodd, Barbara
Title The Relationship Between Multiple Birth Children's Early Phonological Skills and Later Literacy
Journal name Language, speech, and hearing services in schools   Check publisher's open access policy
ISSN 1558-9129
Publication date 1998-01-01
Sub-type Article (original research)
DOI 10.1044/0161-1461.2901.11
Open Access Status Not yet assessed
Volume 29
Issue 1
Start page 11
End page 23
Total pages 13
Abstract Previous studies have shown that multiple birth children (MBC) are prone to early phonological difficulties and later literacy problems. However, to date, there has been no systematic long-term follow-up of MBC with phonological difficulties in the preschool years to determine whether these difficulties predict later literacy problems. In this study, 20 MBC whose early speech and language skills had been previously documented were compared to normative data and 20 singleton controls on tasks assessing phonological processing and literacy. The major findings indicated that MBC performed significantly more poorly on some tasks of phonological processing than singleton controls did. Further, the early phonological skills of MBC (i.e., the number of inappropriate phonological processes used) were correlated with poor performance on visual rhyme recognition, word repetition, and phoneme detection tasks 5 years later. There was no significant relationship between early biological factors (birth weight and gestation period) and performance on the phonological processing and literacy-related subtests. These results support the hypothesis that MBC's early speech and language difficulties are not merely a transient phase of development, but a real disorder, with consequences for later academic achievement.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: Pubmed Import
 
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Created: Wed, 10 Jan 2018, 20:15:29 EST