title: Decoding skills in children with language impairment: contributions of phonological processing and classroom experiences.
abstract: OBJECTIVE
  Children with language impairment (LI) often demonstrate difficulties with word decoding. Research suggests that child-level (i.e., phonological processing) and environmental-level (i.e., classroom quality) factors both contribute to decoding skills in typically developing children. The present study examined the extent to which these same factors influence the decoding skills of children with LI, and the extent to which classroom quality moderates the relationship between phonological processing and decoding.
  
  
  METHODS
  Kindergarten and first-grade children with LI (n = 198) were assessed on measures of phonological processing and decoding twice throughout the academic year. Live classroom observations were conducted to assess classroom quality with respect to emotional support and instructional support.
  
  
  RESULTS
  Hierarchical regression analyses revealed that of the 3 phonological processing variables included, only phonological awareness significantly predicted spring decoding outcomes when controlling for children's age and previous decoding ability. One aspect of classroom quality (emotional support) was also predictive of decoding, but there was no significant interaction between classroom quality and phonological processing.
  
  
  CONCLUSIONS
  This study provides further evidence that phonological awareness is an important skill to assess in children with LI and that high-quality classroom environments can be positively associated with children's decoding outcomes.
authors.forename: Sherine R
authors.initials: SR
authors.lastname: Tambyraja
authors.forename: Kelly
authors.initials: K
authors.lastname: Farquharson
authors.forename: Jessica A R
authors.initials: JA
authors.lastname: Logan
authors.forename: Laura M
authors.initials: LM
authors.lastname: Justice
mesh_terms: D001308:Auditory Perceptual Disorders / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy; D001364:Awareness; D002648:Child; D002675:Child, Preschool; D015331:Cohort Studies; D005260:Female; D006801:Humans; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology / Q000628:therapy*; D007808:Language Therapy; D008297:Male; D010700:Phonetics; D012931:Social Environment; D012944:Social Support; D013067:Speech Perception; D013070:Speech Therapy; D013223:Statistics as Topic; D016896:Treatment Outcome