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IMPORTANT: Starting from Wednesday, May 22, 2024, all manuscripts accepted for publication in 2025 must also be published in an English version. This translation must be managed and funded by the authors, as the journal will no longer cover these costs.

The Revista Chilena de Fonoaudiología accepts manuscripts on an ongoing basis throughout the calendar year. The journal operates under a "continuous publication" model.

Reading performance of students with specific language impairment

Authors

  • Diana Lafont Pontificia Universidad Católica de Chile
Vol. 17 (2018): Noviembre
https://doi.org/10.5354/0719-4692.2018.51612

Abstract

The purpose of this study is to provide information about the reading performance of 24 4th graders with have Specific Language Impairment (SLI) attending public and private subsidized schools in Santiago, Chile. Specifically, decoding and reading comprehension were assessed for all students (children with SLI and typical children -TLD- from a contrast group). The results show that students with SLI have significant performance differences on reading comprehension tests when compared to TLD group. Low performance is not explained by difficulties in decoding, since means for decoding are similar in both groups. Also, by means of an individual analysis of data from children with SLI, it was possible to identify a high diversity in their reading profile. There was no correlation between both reading processes among children with SLI. Results are discussed based on the evidence collected in the area and from the Simple Reading Vision (SRV).

Keywords:

specific language impairment, reading comprehension, recoding

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How to Cite
Lafont, D. (2018). Reading performance of students with specific language impairment. Revista Chilena De Fonoaudiología, 17, 1–17. https://doi.org/10.5354/0719-4692.2018.51612
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Revista Chilena de Fonoaudiología
Facultad de Medicina
Universidad de Chile
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