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TOMBLIN JONES

Do speech-language disorders affect learning?

Speech and language skills are essential to academic success and learning. Language is the basis of
communication. Reading, writing, gesturing, listening, and speaking are all forms of language. Learning
takes place through the process of communication. The ability to communicate with peers and adults in
the educational setting is essential for a student to succeed in school.

How may a speech-language disorder affect school performance?

Children with communication disorders frequently do not perform at grade level. They may struggle
with reading, have difficulty understanding and expressing language, misunderstand social cues, avoid
attending school, show poor judgment, and have difficulty with tests.

Difficulty in learning to listen, speak, read, or write can result from problems in language development.
Problems can occur in the production, comprehension, and awareness of language sounds, syllables,
words, sentences, and conversation. Individuals with reading and writing problems also may have
trouble using language to communicate, think, and learn.

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Hugh Catts, Ph.D.

Professor

Director, SCSD

Dr.Catts research interests include the early identification and prevention of language-based reading
disabilities. He is currently a investigator on two projects funded by the Institute of Education Sciences.
One project involves a five-year longitudinal study that is designed to increase our understanding of the
role of language skills in reading comprehension, and knowledge of how to effectively increase reading
comprehension through systematic classroom-based instruction. The project involves a consortium of
researchers from the Florida State University, University of Kansas, Ohio State University, University of
Nebraska, Lancaster University (England) and Arizona State University. In the other project, Dr. Catts and
his research team at KU are examining the effectiveness of Response to Intervention as a framework for
the identification of kindergarten children at risk for reading disabilities. Both of these projects provide
excellent opportunities for student research experience and training.

https://directory.cci.fsu.edu/hugh-catts/
Lawrence D Shriberg

Lawrence D Shriberg, PhD

PhD, University of Kansas Medical Center

Professor Emeritus, Communication Sciences and Disorders

Contact Information:

Waisman Center

1500 Highland Avenue

Madison, WI 53705

608.263.5982

shriberg@waisman.wisc.edu

Lab Website: Phonology Project

Research Statement

Approximately 15% of 3-year-old children have speech intelligibility challenges that are not associated
with known etiologies. By first grade, approximately 25% of these children (about 3.5% of all children)
retain a significant speech disorder of currently unknown origin. The goals of our research are to
understand the etiological origins of such disorders and to develop assessment and treatment methods
that help parents and professionals make the best clinical decisions for their children. In collaboration
with colleagues at several research centers we are collecting epidemiologic, molecular genetic, and
speech-language data on each of three putative etiological subtypes.

We suspect that the most prevalent cause of speech delay of currently unknown origin (accounting for
perhaps 60% of clinical referrals) is genetic transmission of a linguistic processing deficit expressed as a
problem in speech-sound production. Findings from several large family studies to date support this
hypothesis. The goal in these ongoing molecular genetic projects is to identify the genotype associated
with the genetically transmitted deficit and to understand its mode of transmission within families.

We believe that the second most prevalent cause of speech delay of unknown origin (accounting for
perhaps 30% of clinical referrals) is fluctuant hearing loss, which may occur during episodes of middle
ear disease (otitis media with effusion). Our recent work using structural equation modeling techniques
suggests that speech effects are most closely tied to hearing loss associated with frequent middle ear
disease occurring during the 12-18 month period of linguistic development.

Our findings indicate that among other possible subtypes of child speech disorder of currently unknown
origin (accounting for the remaining approximate 10% of clinical referrals), the most prevalent subtype
involves a genetically transmitted deficit in speech-motor control. Several ongoing collaborative genetic
projects in apraxia of speech are developing the phenotype for this disorder, using perceptual and
acoustic techniques to quantify affected children's and family members' speech and prosody.

https://www.waisman.wisc.edu/pi-Shriberg-Lawrence.htm

LOCAL LITERATURE

Vocabulary Assessment and Instruction for Students with Learning Disabilities

By: Louise Spear-Swerling

Children with vocabulary weaknesses are especially vulnerable to difficulties with reading
comprehension from the middle elementary grades onward. Vocabulary weaknesses may affect school
achievement in many areas beyond reading, including written expression, mathematics, and
performance in content subjects such as social studies and science.

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