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Child Language Teaching and Therapy, Vol. 22, No. 3,
315-331 (2006)
DOI: 10.1191/0265659006ct310xx
Evidence of reading difficulty in subgroups of children with specific language impairment
Zoë Simkin
University of Manchester, Manchester, UK
Gina Conti-Ramsden
University of Manchester, Manchester, UK, gina.conti-ramsden{at}manchester.ac.uk
The literacy abilities of 11-year old children with specific language impairment (SLI) were investigated through comparing subgroups with current expressive-only language impairment (E-SLI, n 30), current combined expressive and receptive language impairment (ER-SLI, n 32) and a history of now-resolved language impairment (Resolved-SLI, n 28). The ER-SLI subgroup performed less well than the E-SLI subgroup on measures of single word reading and reading comprehension and in turn the E-SLI subgroup performed less well than the Resolved-SLI subgroup. Further analysis of individual variation within subgroups revealed that all three subgroups had a considerable proportion of individuals with literacy difficulties. In addition, direct comparisons of E-SLI versus ER-SLI subgroups revealed the ER-SLI subgroup to have a significantly larger proportion of children with severe literacy difficulties than the E-SLI subgroup. In contrast, the Resolved-SLI subgroup had virtually no children with severe literacy difficulties. The implications of these findings for practice are discussed.
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