Details

Autor(en) / Beteiligte

• Nathan, Liz
• Stackhouse, Joy
• Goulandris, Nata
• Snowling, Margaret J

Titel

Educational Consequences of Developmental Speech Disorder: Key Stage I National Curriculum Assessment Results in English and Mathematics

Ist Teil von

• British journal of educational psychology, 2004-06, Vol.74 (2), p.173-186

Ort / Verlag

Leicester: British Psychological Society

Erscheinungsjahr

2004

Link zum Volltext

Quelle

Wiley Online Library Journals Frontfile Complete

Beschreibungen/Notizen

• Children with speech difficulties may have associated educational problems. This paper reports a study examining the educational attainment of children at Key Stage 1 of the National Curriculum who had previously been identified with a speech difficulty. The aim of this paper was (1) to examine the educational attainment at Key Stage 1 of children diagnosed with speech difficulties two/three years prior to the present study; & (2) To compare the Key Stage 1 assessment results of children whose speech problems had resolved at the time of assessment with those whose problems persisted. Data were available from 39 children who had an earlier diagnosis of speech difficulties at age 4/5 (from an original cohort of 47) at the age of 7. A control group of 35 children identified & matched at preschool on age, nonverbal ability, & gender provided comparative data. Results of Statutory Assessment Tests (SATs) in reading, reading comprehension, spelling, writing, & math, administered to children at the end of Year 2 of school were analyzed. Performance across the two groups was compared. Performance was also compared to published statistics on national levels of attainment. Children with a history of speech difficulties performed less well than controls on reading, spelling, & math. However, children whose speech problems had resolved by the time of assessment performed no differently than controls. Children with persisting speech problems performed less well than controls on tests of literacy & math. Spelling performance was a particular area of difficulty for children with persisting speech problems. 6 Tables, 28 References. Adapted from the source document