Delays in the reading and spelling of children with cerebral palsy: Associations with phonological and visual processes. (February 2019)

• Record Type: Journal Article
• Authors: Critten, Valerie; Messer, David; Sheehy, Kieron
• Is Part Of: Research in developmental disabilities. Volume 85(2019)
• Page Start: 131
• Page End: 142
• Publication Date: 2019-02
• Subjects: Cerebral palsy -- Reading and spelling -- Phonological processing -- Language abilities -- Visual perception -- Non-verbal reasoning; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2018.12.001
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: The study extends knowledge of the literacy development of children with CP who can talk. The findings regarding aspects of visual sequential memory, extend previous research in children with CP. We provide information about the children's cognitive profiles associated with their literacy abilities. We suggest teaching approaches which may benefit children with CP who have poor reading and spelling abilities Abstract: Background: This investigation addresses the question of whether there exists a significant discrepancy in the cognitive abilities of children with cerebral palsy (CP) who, despite the presence of age appropriate communication and language, have reading and spelling delays. Aims: We wanted to discover whether there was a relationship between the phonological and visual perceptual abilities of children with CP and their progress in reading and spelling. Methods and procedures: Fifteen children with CP (aged between 6:9 years and 11:6 years) were assessed on reading and spelling; communication and language; non-verbal reasoning; phonological processing; and visual perception. Outcomes and results: Ten of the children had very weak reading and spelling skills. Five children had (mostly) age appropriate scores of reading and spelling. No differences were found between these two groups in non-verbal reasoning or communication and language. However, phonological abilities, visual sequential memory and perception of visuospatial relationships were found to be related to reading and spelling. Conclusions and implications: The findings suggest that children with CP are at risk for reading and spelling delays when they have poor phonological processing, visual sequential memory and perception of visuospatial relationships. The implications of the findings for classroom practice are discussed.