14th International Congress of Phonetic Sciences (ICPhS-14)
San Francisco, CA, USA
Spoken and written language have the same linguistic origin. Therefore, difficulties in the early acquisition of language, which are noticed first in speech, often persist in school age as problems in learning to read and write. During the eighties we followed the language development of 115 language impaired and linguistically normal children from pre-school to the end of grade 4 and compared the pre-school data with their reading and writing development during the four first school years. Recently we have run a follow-up study with the same subjects, now at the age of 18. We can conclude that even today, twelve years after the first testing, the language impaired group scores lower on all tests on both spoken and written language. The highly significant difference between the groups when it comes to reading comprehension, but not word decoding, is worth noticing.
Bibliographic reference. Nauclér, Kerstin / Magnusson, Eva (1999): "Reading and writing difficulties: a longitudinal study of problems in first language acquisition", In ICPhS-14, 2169-2172.