Delays in the reading and spelling of children with cerebral palsy: Associations with phonological and visual processes.
Cerebral palsy
Language abilities
Non-verbal reasoning
Phonological processing
Reading and spelling
Visual perception
Journal
Research in developmental disabilities
ISSN: 1873-3379
Titre abrégé: Res Dev Disabil
Pays: United States
ID NLM: 8709782
Informations de publication
Date de publication:
Feb 2019
Feb 2019
Historique:
received:
02
07
2018
revised:
28
10
2018
accepted:
03
12
2018
pubmed:
16
12
2018
medline:
23
4
2019
entrez:
16
12
2018
Statut:
ppublish
Résumé
This investigation addresses the question of whether there exists a significant discrepancy in the cognitive abilities of children with cerebral palsy (CP) who, despite the presence of age appropriate communication and language, have reading and spelling delays. We wanted to discover whether there was a relationship between the phonological and visual perceptual abilities of children with CP and their progress in reading and spelling. Fifteen children with CP (aged between 6:9 years and 11:6 years) were assessed on reading and spelling; communication and language; non-verbal reasoning; phonological processing; and visual perception. Ten of the children had very weak reading and spelling skills. Five children had (mostly) age appropriate scores of reading and spelling. No differences were found between these two groups in non-verbal reasoning or communication and language. However, phonological abilities, visual sequential memory and perception of visuospatial relationships were found to be related to reading and spelling. The findings suggest that children with CP are at risk for reading and spelling delays when they have poor phonological processing, visual sequential memory and perception of visuospatial relationships. The implications of the findings for classroom practice are discussed.
Sections du résumé
BACKGROUND
BACKGROUND
This investigation addresses the question of whether there exists a significant discrepancy in the cognitive abilities of children with cerebral palsy (CP) who, despite the presence of age appropriate communication and language, have reading and spelling delays.
AIMS
OBJECTIVE
We wanted to discover whether there was a relationship between the phonological and visual perceptual abilities of children with CP and their progress in reading and spelling.
METHODS AND PROCEDURES
METHODS
Fifteen children with CP (aged between 6:9 years and 11:6 years) were assessed on reading and spelling; communication and language; non-verbal reasoning; phonological processing; and visual perception.
OUTCOMES AND RESULTS
RESULTS
Ten of the children had very weak reading and spelling skills. Five children had (mostly) age appropriate scores of reading and spelling. No differences were found between these two groups in non-verbal reasoning or communication and language. However, phonological abilities, visual sequential memory and perception of visuospatial relationships were found to be related to reading and spelling.
CONCLUSIONS AND IMPLICATIONS
CONCLUSIONS
The findings suggest that children with CP are at risk for reading and spelling delays when they have poor phonological processing, visual sequential memory and perception of visuospatial relationships. The implications of the findings for classroom practice are discussed.
Identifiants
pubmed: 30553174
pii: S0891-4222(18)30242-7
doi: 10.1016/j.ridd.2018.12.001
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
131-142Informations de copyright
Copyright © 2018 Elsevier Ltd. All rights reserved.