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Expressive versus Receptive Language Skills in Specific Reading Disorder

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Title: Expressive versus Receptive Language Skills in Specific Reading Disorder
Language: English
Authors: Stojanovik, Vesna, Riddell, Patricia
Source: Clinical Linguistics & Phonetics. Apr 2008 22(4-5):305-310.
Availability: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Page Count: 6
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Descriptors: Receptive Language, Expressive Language, Language Skills, Reading Difficulties, Neurological Impairments, Nonverbal Communication, Short Term Memory, Foreign Countries, Language Impairments
Geographic Terms: United Kingdom (England)
DOI: 10.1080/02699200801919349
ISSN: 0269-9206
Abstract: Despite ample research into the language skills of children with specific reading disorder no studies so far have investigated whether there may be a difference between expressive and receptive language skills in this population. Yet, neuro-anatomical models would predict that children who have specific reading disorder which is not associated with movement or attention difficulties, would have lower receptive language skills than expressive. This study investigates the difference between expressive and receptive language skills in a sample of 17 children with specific reading difficulty aged between 7 and 12 years. They were administered a battery of two receptive and two expressive language measures. The results showed that as the neuro-anatomical model would predict, the children scored significantly lower on tests of receptive than on tests of expressive language skills. (Contains 3 tables.)
Abstractor: Author
Number of References: 34
Entry Date: 2008
Accession Number: EJ791079
Database: ERIC
FullText Text:
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  Data: Expressive versus Receptive Language Skills in Specific Reading Disorder
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  Data: <searchLink fieldCode="SO" term="%22Clinical+Linguistics+%26+Phonetics%22"><i>Clinical Linguistics & Phonetics</i></searchLink>. Apr 2008 22(4-5):305-310.
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  Data: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
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  Data: <searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Neurological+Impairments%22">Neurological Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Nonverbal+Communication%22">Nonverbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink>
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  Data: 10.1080/02699200801919349
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  Data: 0269-9206
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  Label: Abstract
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  Data: Despite ample research into the language skills of children with specific reading disorder no studies so far have investigated whether there may be a difference between expressive and receptive language skills in this population. Yet, neuro-anatomical models would predict that children who have specific reading disorder which is not associated with movement or attention difficulties, would have lower receptive language skills than expressive. This study investigates the difference between expressive and receptive language skills in a sample of 17 children with specific reading difficulty aged between 7 and 12 years. They were administered a battery of two receptive and two expressive language measures. The results showed that as the neuro-anatomical model would predict, the children scored significantly lower on tests of receptive than on tests of expressive language skills. (Contains 3 tables.)
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      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Reading Difficulties
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Impairments
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Expressive versus Receptive Language Skills in Specific Reading Disorder
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