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Very Early Language Skills of Fifth-Grade Poor Comprehenders.

Title: Very Early Language Skills of Fifth-Grade Poor Comprehenders.
Name(s): Justice, Laura, author
Mashburn, Andrew, author
Petscher, Yaacov, author
Type of Resource: text
Genre: Text
Date Issued: 2013-05-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills (n = 516), poor decoding skills (n = 511) or typical reading skills (n = 535) based on standardized assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags.
Identifier: FSU_pmch_25620819 (IID), 10.1111/j.1467-9817.2011.01498.x (DOI), PMC4301613 (PMCID), 25620819 (RID), 25620819 (EID)
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Journal of research in reading.
Issue: iss. 2, vol. 36

Choose the citation style.
Justice, L., Mashburn, A., & Petscher, Y. (2013). Very Early Language Skills of Fifth-Grade Poor Comprehenders. Journal Of Research In Reading. Retrieved from