Conversational language use as a predictor of early reading development: Language history as a moderating variable

Laura Segebart Dethorne, Stephen A. Petrill, Chris Schatschneider, Laurie Cutting

Research output: Contribution to journalArticle

Abstract

Purpose: The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method: Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory latent factors. Results: In the concurrent prediction of children's early reading abilities, a significant interaction emerged between children's conversational language abilities and their history of reported language difficulties. Specifically, conversational language concurrently predicted reading development above and beyond variance accounted for by formal vocabulary scores, but only in children with a history of reported language difficulties. A similar trend was noted in predicting reading skills 1 year later, but the interaction was not statistically significant. Conclusions: Findings suggest a more nuanced view of the association between spoken language and early reading than is commonly proposed. One possibility is that children with and without a history of reported language difficulties rely on different skills, or the same skills to differing degrees, when completing early reading-related tasks. Future studies should examine the causal link between conversational language and early reading specifically in children with a history of reported language difficulties.

Original languageEnglish (US)
Pages (from-to)209-223
Number of pages15
JournalJournal of Speech, Language, and Hearing Research
Volume53
Issue number1
DOIs
StatePublished - Feb 1 2010

Fingerprint

Language Development
Reading
Language
History
history of language
history
language
Aptitude
History of Language
Predictors
Early Reading
Reading Development
Language Use
Child Language
Vocabulary
ability
spoken language
Language Difficulties
interaction
vocabulary

Keywords

  • Elementary school students
  • Expressive language disorders
  • Reading development

ASJC Scopus subject areas

  • Speech and Hearing
  • Medicine(all)

Cite this

Conversational language use as a predictor of early reading development : Language history as a moderating variable. / Dethorne, Laura Segebart; Petrill, Stephen A.; Schatschneider, Chris; Cutting, Laurie.

In: Journal of Speech, Language, and Hearing Research, Vol. 53, No. 1, 01.02.2010, p. 209-223.

Research output: Contribution to journalArticle

Dethorne, Laura Segebart ; Petrill, Stephen A. ; Schatschneider, Chris ; Cutting, Laurie. / Conversational language use as a predictor of early reading development : Language history as a moderating variable. In: Journal of Speech, Language, and Hearing Research. 2010 ; Vol. 53, No. 1. pp. 209-223.
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