Reading comprehension, linguistics abilities and decodification in young students with SLI
Abstract
The purpose of this study is to investigate the relationship between decoding and some language skills (vocabulary, phonological awareness and narrative discourse) with reading comprehension in students with specific language impairment (SLI). To do this, we worked with 104 first grade students with an average of 6 years 8 months, which were distributed into two groups: one was made up of 51 school children with SLI and the other consisted of 53 children with typical language development (TLD). The skills assessed were vocabulary, phonological awareness, narrative (comprehension and production), decoding and reading comprehension. The results showed that the reading comprehension of children with SLI was significantly correlated with vocabulary and decoding. In the group with TLD the same associations were noted, although a relationship between phonological awareness and reading comprehension was also observed. The results confirm that decoding is a core skill for reading comprehension. In addition, the vocabulary appears as the only linguistic skill associated with comprehensive reading in the initial reading learning of children with SLI.Downloads
Article download
License
In order to support the global exchange of knowledge, the journal Revista de Investigación en Logopedia is allowing unrestricted access to its content as from its publication in this electronic edition, and as such it is an open-access journal. The originals published in this journal are the property of the Complutense University of Madrid and any reproduction thereof in full or in part must cite the source. All content is distributed under a Creative Commons Attribution 4.0 use and distribution licence (CC BY 4.0). This circumstance must be expressly stated in these terms where necessary. You can view the summary and the complete legal text of the licence.