Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation

TLDR

The study examined how phonological processing and oral language abilities contribute to reading performance and reading disabilities in young children. The authors used two methods: (1) comparing kindergarten phonological and language skills between 604 children classified as good or poor readers in second grade, and (2) multiple regression to assess the unique contributions of phonological processing and oral language to second‑grade reading achievement. Results showed that more than 70% of poor readers had kindergarten language deficits, most with both phonological and oral language problems, and that each skill uniquely predicted reading achievement, indicating that theories of reading and reading disabilities must incorporate both phonological processing and oral language.

Abstract

Abstract This study examined the contributions of phonological processing and oral language abilities to reading and reading disabilities in young children. Two approaches were taken. First, 604 participants were divided into good and poor readers on the basis of reading performance in second grade. Reading groups were then compared in terms of kindergarten phonological processing and other language abilities. In a second approach, multiple regression was employed to investigate the relative contributions of phonological processing and oral language abilities in predicting second-grade reading achievement across reading groups. Results indicated that over 70% of poor readers had a history of language deficits in kindergarten. Most of these children had problems in both phonological processing and oral language. Regression analyses further indicated that oral language and phonological processing abilities each accounted for unique variance in reading achievement. These results suggest that language-based theories of reading and reading disabilities must include both phonological processing and oral language abilities.