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- Title
Educational consequences of developmental speech disorder: Key Stage I National Curriculum assessment results in English and mathematics.
- Authors
Nathan, Liz; Stackhouse, Joy; Goulandris, Nata; Snowling, Margaret J.
- Abstract
Background. Children with speech difficulties may have associated educational problems. This paper reports a study examining the educational attainment of children at Key Stage I of the National Curriculum who had previously been identified with a speech difficulty Aims. (I) To examine the educational attainment at Key Stage I of children diagnosed with speech difficulties two/three years prior to the present study. (2) To compare the Key Stage I assessment results of children whose speech problems had resolved at the time of assessment with those whose problems persisted Sample(s). Data were available from 39 children who had an earlier diagnosis of speech difficulties at age ⅘ (from an original cohort of 47) at the age of 7. A control group of 35 children identified and matched at preschool on age. nonverbal ability and gender provided comparative data. Methods. Results of Statutory Assessment Tests (SATs) in reading. reading comprehension. spelling, writing and maths, administered to children at the end of Year 2 of school were analysed. Performance across the two groups was compared. Performance was also compared to published statistics on national levels of attainment. Results. Children with a history of speech difficulties performed less well than controls on reading. spelling and maths. However, children whose speech problems had resolved by the time of assessment performed no differently to controls. Children with persisting speech problems performed less well than controls on tests of literacy and maths. Spelling performance was a particular area of difficulty for children with persisting speech problems.
- Subjects
SPEECH disorders in children; GRADING of students; NON-Verbal Ability Tests; MATHEMATICS; ENGLISH language; ACADEMIC achievement
- Publication
British Journal of Educational Psychology, 2004, Vol 74, Issue 2, p173
- ISSN
0007-0998
- Publication type
Article
- DOI
10.1348/000709904773839824