Reading abilities of nonspeaking students: Two case studies

Abstract

Reading difficulties are commonly reported in the nonspeaking cerebral palsy population. Such difficulties may be related to deficits in perceptual functioning, language skills, or learning experiences. This paper presents case reports of two nonspeaking children whose reading abilities are within the normal range and examines their performance in other skill areas. It is suggested that important factors contributing to their success in reading are: relative strengths in language competence; support for reading in the home environment; their physical independence; and motivation for reading practice. Implications for further research are suggested.

• environmental support
• intervention
• language skills
• perceptual functioning
• reading abilities
• reading models