Literacy outcomes of children with early childhood speech sound disorders: impact of endophenotypes.

ABSTRACT:

Purpose

To demonstrate that early childhood speech sound disorders (SSD) and later school-age reading, written expression, and spelling skills are influenced by shared endophenotypes that may be in part genetic.

Method

Children with SSD and their siblings were assessed at early childhood (ages 4-6 years) and followed at school age (7-12 years). The relationship of shared endophenotypes with early childhood SSD and school-age outcomes and the shared genetic influences on these outcomes were examined.

Results

Structural equation modeling demonstrated that oral motor skills, phonological awareness, phonological memory, vocabulary, and speeded naming have varying influences on reading decoding, spelling, spoken language, and written expression at school age. Genetic linka

SUBMITTER: Lewis BA 

PROVIDER: S-EPMC3404457 | biostudies-literature | 2011 Dec

REPOSITORIES: biostudies-literature