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Decoding and reading comprehension in children with specific language impairment

Authors

  • Carmen Julia Coloma Departamento de Fonoaudiología // Centro de Investigación Avanzada en Educación (CIAE), Universidad de Chile
  • Valentina Caroca Universidad de Chile
  • Andrea Kurte Universidad de Chile
  • Bernardita Melipil Universidad de Chile
  • Geraldine Ortiz Universidad de Chile
  • Camilo Quezada Departamento de Fonoaudiología, Universidad de Chile
Vol. 17 (2018): Noviembre
https://doi.org/10.5354/0719-4692.2018.51614
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Abstract

This study was conducted to describe the reading performance of schoolers with Specific Language Impairment (SLI), observing their decoding skills and reading comprehension. A sample of 58 children of a second-grade primary school was studied, evenly grouped in two conditions: SLI and TLD (Typical Language Development). General results show that children with SLI perform lower than children with TLD on decoding and reading comprehension. Results for decoding skills showed that SLI children were able to decode trisyllabic words and common words. As for reading comprehension abilities, children were able to understand phrases, complete sentences, and give a proper title to the texts they read.

Keywords:

decoding , reading comprehension , Specific Language Impairment
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How to Cite
Coloma, C. J., Caroca, V., Kurte, A., Melipil, B., Ortiz, G., & Quezada, C. (2018). Decoding and reading comprehension in children with specific language impairment. Revista Chilena De Fonoaudiología, 17, 1–14. https://doi.org/10.5354/0719-4692.2018.51614
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Revista Chilena de Fonoaudiología
Facultad de Medicina
Universidad de Chile
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