Theses, Dissertations, and Capstone Projects

Year of Award

2018

Degree

Master of Science (MS)

College

College of Education & Allied Health

Department

Communication Disorders and Deaf Education

First Advisor

Laura O'Hara

Second Advisor

Carmen Russell

Third Advisor

Barbara Meyer

Keywords

intervention, comprehension, reading, delays, impairment, pre-school, toddlers

Abstract

While the current body of literature suggests that toddlers and preschoolers with more advanced language skills demonstrate greater reading abilities when school aged, there is some debate regarding specific areas of language that correlate with or predict later literacy achievement. Parents of children who have attended the Fontbonne University Eardley Family Clinic for Speech, Language and Hearing for language services were asked to be participants in a study that examined the relationship between early language deficits and later literacy development. Participants were asked to complete a questionnaire regarding their child's past and current language and literacy skills. Data was collected and analyzed from the returned questionnaires and from the Eardley Clinic client files. The results suggested that children with speech and language impairments are more at risk than children with only speech deficits, and that as oral language weaknesses persist children become more at risk for literacy delays. The findings of this study stress the importance of early intervention for children with language delays. It is essential that children with language impairments receive therapy early to better equip them for the acquisition of literacy when they reach school-age.

Document Type

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