| This retrospective, longitudinal study compared single-word reading progress in children with dyslexia only versus children with dyslexia plus spoken language impairments. Forty-eight grade school students received speech-language testing prior to admissions (PreAd), single-word reading measures at admissions testing (Ad), one year later (t1), and two years later (t2). All students received daily Orton-Gillingham reading instruction. The cohort was split into low language (LL) and high language (HL) groups, based on a sentence-formulation task. Results indicated that the HL and LL groups differed marginally at baseline and significantly at t1 and t2 on single-word reading performance with the HL group scoring consistently higher than the LL group. Both groups maintained skills compared to their peers from Ad to t2. When the LL and HL groups were divided by single-word reading ability, the HL group had significantly more readers in the high reading group than did the LL group. |
