title: Reading skills of students with speech sound disorders at three stages of literacy development.
abstract: OBJECTIVE
  The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).
  
  
  METHODS
  In a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.
  
  
  RESULTS
  For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.
  
  
  CONCLUSIONS
  Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
authors.affiliation: Correspondence to Barbara A. Lewis: barbara.lewis@case.edu.
authors.forename: Crysten M
authors.initials: CM
authors.lastname: Skebo
authors.forename: Barbara A
authors.initials: BA
authors.lastname: Lewis
authors.forename: Lisa A
authors.initials: LA
authors.lastname: Freebairn
authors.forename: Jessica
authors.initials: J
authors.lastname: Tag
authors.forename: Allison
authors.initials: A
authors.lastname: Avrich Ciesla
authors.forename: Catherine M
authors.initials: CM
authors.lastname: Stein
mesh_terms: D000293:Adolescent; D002648:Child; D003071:Cognition / Q000502:physiology; D003430:Cross-Sectional Studies; D018479:Early Intervention, Educational; D005260:Female; D006801:Humans; D007361:Intelligence Tests; D007804:Language Development; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology; D007808:Language Therapy; D008137:Longitudinal Studies; D008297:Male; D010700:Phonetics; D011932:Reading; D012153:Retention, Psychology; D012923:Social Class; D013066:Speech-Language Pathology; D013334:Students / Q000523:psychology* / Q000706:statistics & numerical data
keywords: language; literacy; phonological awareness; reading development; speech sound disorders