Tracking development from early speech-language acquisition to reading skills at age 13

References

• Scarborough HS. Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. Specific reading disability – A view of the spectrum, BK Shapiro, PJ Accardo, AJ Capute. York, Timonium 1998; 75–119
   Google Scholar
• Storch SA, Whitehurst GJ. Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology 2002; 38: 934–947
   PubMed Web of Science ®Google Scholar
• Dickinson DK, McCabe A, Anastasopoulos L, Peisner-Feinberg ES, Poe MD. The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children. Journal of Educational Psychology 2003; 95: 465–481
   Web of Science ®Google Scholar
• National Institute of Child Health and Human Development Early Child Care Research Network. Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology 2005;41:428–442.
   Google Scholar
• Preston JL, Frost SJ, Mencl WE, Fulbright RK, Landi N, Grigorenko E, Jacobsen L, Pugh KR. Early and late talkers: School-age language, literacy and neurolinguistic differences. Brain 2010; 133: 2185–2195
   PubMed Web of Science ®Google Scholar
• Lee J. Size matters: Early vocabulary as a predictor of language and literacy competence. Applied Psycholinguistics 2011; 32: 69–92
   Web of Science ®Google Scholar
• Castles A, Coltheart M. Is there a causal link from phonological awareness to success in learning to read?. Cognition 2004; 91: 77–111
   PubMed Web of Science ®Google Scholar
• Schatschneider C, Fletcher JM, Francis DJ, Carlson CD, Foorman BR. Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology 2004; 96: 265–282
   Web of Science ®Google Scholar
• Bartl-Pokorny KD, Landerl K, Einspieler C, Enzinger C, Gebauer D, Fink A, Zhang D, Kozel N, Kargl R, Seither Preisler A, et al. Dyslexia and its neural signature. Klinische Neurophysiologie 2011; 42: 166–171
   Google Scholar
• Kim Y-S, Pallante D. Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing 2012; 25: 1–22
   Google Scholar
• Tunmer WE. The role of language-related factors in reading disability. Phonology and reading disability: Solving the puzzle, D Shankweiler, IY Liberman. University of Michigan Press, Ann Arbor 1989; 91–131
   Google Scholar
• Catts HW, Fey ME, Zhang X, Tomblin JR. Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading 1999; 3: 331–361
   Google Scholar
• Muter V, Hulme C, Snowling MJ, Stevenson J. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology 2004; 40: 665–681
   PubMed Web of Science ®Google Scholar
• Fenson L, Dale PS, Reznick JS, Bates E, Thal D, Pethick SJ. Variability in early communicative development. Monographs of the Society for Research in Child Development 1994; 59: 1–173
   PubMed Web of Science ®Google Scholar
• Marschik PB, Einspieler C, Garzarolli B, Prechtl HFR. Events at early development: Are they associated with early word production and neurodevelopmental abilities at the preschool age?. Early Human Development 2007; 83: 107–114
   PubMed Web of Science ®Google Scholar
• Sachse S. Neuropsychologische und neurophysiologische Untersuchungen bei Late Talkers im Quer- und Längsschnitt. Verlag Dr. Hut, München 2007; 262
   Google Scholar
• Sachse S, von Suchodoletz W. Prognose und Möglichkeiten der Vorhersage der Sprachentwicklung bei Kindern mit verzögertem Sprechbeginn (Late Talkers). Kinderärztliche Praxis 2009; 80: 318–328
   Google Scholar
• Rescorla L. Language and reading outcomes to age 9 in late-talking toddlers. Journal of Speech, Language, and Hearing Research 2002; 45: 360–771
   PubMed Web of Science ®Google Scholar
• Moyle MJ, Ellis Weismer S, Lindstrom M, Evans J. Longitudinal relationships between lexical and grammatical development in typical and late talking children. Journal of Speech, Language, and Hearing Research 2007; 50: 508–528
   PubMed Web of Science ®Google Scholar
• Landerl K, Wimmer H. Development of word reading fluency and spelling in a consistent orthography: An eight-year follow-up. Journal of Educational Psychology 2008; 100: 150–161
   Web of Science ®Google Scholar
• Moll K, Fussenegger B, Willburger E, Landerl K. RAN is not a measure of orthographic processing. Evidence from the asymmetric German orthography. Scientific Studies of Reading 2009; 13: 1–25
   Web of Science ®Google Scholar
• Rescorla L. Age 13 language and reading outcomes in late-talking toddlers. Journal of Speech, Language, and Hearing Research 2005; 48: 459–472
   PubMed Web of Science ®Google Scholar
• Rescorla L. Age 17 language and reading outcomes in late-talking toddlers: Support for a dimensional perspective on language delay. Journal of Speech, Language, and Hearing Research 2009; 52: 16–30
   PubMed Web of Science ®Google Scholar
• Van Weerdenburg M, Verhoeven L, Bosman A, van Balkom H. Predicting word decoding and word spelling development in children with specific language impairment. Journal of Communication Disorders 2011; 44: 392–411
   Google Scholar
• Lyytinen H, Aro M, Eklund K, Erskine J, Guttorm T, Laakso M-L, Leppänen PHT, Lyytinen P, Poikkeus A-M, Richardson U, et al. The development of children at familial risk for dyslexia: Birth to school age. Annals of Dyslexia 2004; 54: 184–220
   PubMed Web of Science ®Google Scholar
• Snowling MJ, Muter V, Carroll J. Children at family risk of dyslexia: A follow-up in early adolescence. Journal of Child Psychology and Psychiatry 2007; 48: 609–618
   PubMed Web of Science ®Google Scholar
• Puolakanaho A, Ahonen T, Aro M, Eklund K, Leppänen PHT, Poikkeus A-M, Tolvanen A, Torppa M, Lyytinen H. Developmental links of very early phonological and language skills to second grade reading outcomes: Strong to accuracy but only minor to fluency. Journal of Learning Disabilities 2008; 41: 353–370
   PubMed Web of Science ®Google Scholar
• Torppa M, Lyytinen P, Erskine J, Eklund K, Lyytinen H. Language development, literacy skills, and predictive connections to reading in Finnish children with and without familial risk for dyslexia. Journal of Learning Disabilities 2010; 43: 308–321
   PubMed Web of Science ®Google Scholar
• Prechtl HFR, The neurological examination of the full term newborn infant. 2nd ed. Clinics in Developmental Medicine 63. London: Heinemann; 1977
   Google Scholar
• Einspieler C, Prechtl HFR. Prechtl's assessment of general movements: A diagnostic tool for the functional assessment of the young nervous system. Mental Retardation and Developmental Disabilities Research Reviews 2005; 11: 61–67
   PubMedGoogle Scholar
• Schneider W, Schlagmüller M, Ennemoser M. LGVT. Lesegeschwindigkeits- und verständnistest für die Klassen 6–12. Hogrefe, Göttingen 2007
   Google Scholar
• Fenson L, Dale PS, Reznick JS, Thal D, Bates E, Hartung JP, Pethick SJ, Reilly JS. MacArthur communicative development inventories. User's guide and technical manual. Singular Publishing, San Diego 1993; 114
   Google Scholar
• Brandt I. Griffiths Entwicklungsskalen (GES) zur Beurteilung der Entwicklung in den ersten beiden Lebensjahren. Beltz, Weinheim, Basel 1983
   Google Scholar
• Kiese C, Kozielski PM, Aktiver Wortschatztest für 3- bis 6-jährige Kinder, AWST 3–6. 2nd ed. Göttingen: Beltz Test; 1996
   Google Scholar
• Kauschke C, Siegmüller J. Patholinguistische Diagnostik bei Sprachentwicklungsstörungen. Urban & Fischer, München 2002
   Google Scholar
• De Bleser R, Kauschke C. Acquisition and loss of nouns and verbs: Parallel or divergent patterns?. Journal of Neurolinguistics 2003; 16: 213–229
   Web of Science ®Google Scholar
• Dunn LM, Dunn LM, Peabody picture vocabulary test. 3rd ed. (PPVT-III). Circle Pines: American Guidance Service; 1997
   Google Scholar
• Fox A. TROG-D. Test zur Überprüfung des Grammatikverständnisses. Schulz-Kirchner, Idstein 2006
   Google Scholar
• Roth FP, Speece DL, Cooper DH. A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research 2002; 95: 259–272
   Web of Science ®Google Scholar
• Hooper SR, Roberts J, Sideris J, Burchinal M, Zeisel S. Longitudinal predictors of reading and math trajectories through middle school for African American versus Caucasian students across two samples. Developmental Psychology 2010; 46: 1018–1029
   PubMed Web of Science ®Google Scholar
• Zhang Y, Tardif T, Shu H, Li H, Liu H, McBride-Chang C, Liang W, Zhang Z. Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology 2012, [Epub ahead of print]. doi: 10.1037/a0028612
   Google Scholar
• Catts HW, Sittner Bridges M, Little TD, Tomblin JB. Reading achievement growth in children with language impairments. Journal of Speech, Language, and Hearing Research 2008; 51: 1569–1579
   PubMed Web of Science ®Google Scholar
• Liu PD, McBride-Chang C, Wong AM, Tardif T, Stokes SF, Fletcher P, Shu H. Early oral language markers of poor reading performance in Hong Kong Chinese children. Journal of Learning Disabilities 2010; 43: 322–331
   Google Scholar
• Olofsson A. Early language development and kindergarten phonological awareness as predictors of reading problems from 3 to 11 years of age. Journal of Learning Disabilities 1999; 32: 464–472
   PubMed Web of Science ®Google Scholar
• Wimmer H, Mayringer H, Landerl K. The double-deficit hypothesis and difficulties in learning to read a regular orthography. Journal of Educational Psychology 2000; 92: 668–680
   Web of Science ®Google Scholar
• Wimmer H, Mayringer H. Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies. Journal of Educational Psychology 2002; 94: 272–277
   Web of Science ®Google Scholar
• Dyer Ring E, Fenson L. The correspondence between parent report and child performance for receptive and expressive vocabulary beyond infancy. First Language 2000; 20: 141–159
   Google Scholar
• Pan BA, Rowe ML, Spier E, Tamis-LeMonda C. Measuring productive vocabulary of toddlers in low-income families: Concurrent and predictive validity of three sources of data. Journal of Child Language 2004; 31: 587–608
   PubMed Web of Science ®Google Scholar
• Sachse S, von Suchodoletz W. Early identification of language delay by direct language assessment or parent report?. Journal of Developmental and Behavioural Pediatrics 2008; 29: 34–41
   PubMed Web of Science ®Google Scholar