Delays in the reading and spelling of children with cerebral palsy: Associations with phonological and visual processes |
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| Affiliation: | 1. Department of Child and Adolescent Psychiatry, Psychosomatics & Psychotherapy, Leopoldina Hospital, Schweinfurt, Germany;2. Department of Child and Adolescent Psychiatry, Psychosomatics & Psychotherapy, University of Würzburg, Germany;3. Department of Child and Adolescent Psychiatry, Psychosomatics & Psychotherapy, University of Giessen-Marburg, Marburg, Germany;1. School of Languages, Literatures and Linguistics, Bangor University, Bangor, LL57 2DG, UK;2. Kent Business School, University of Kent, Chatham, Kent, ME4 4TE, UK;1. The Department of Psychology, Bar Ilan University, Ramat-Gan 52900, Israel;2. The Edmond and Lily Safra Children''s Hospital, Chaim Sheba Medical Center, Tel-Hashomer 52621, Israel;1. University of Mississippi, United States;2. University of Illinois at Urbana-Champaign, United States;3. MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California, Davis, United States;4. University of Alabama, United States;1. Department of Paediatric Rehabilitation, University Hospital of North Norway, Tromsø, Norway;2. Department of Child and Adolescent Psychiatry, University Hospital of North Norway, Tromsø, Norway;3. Nordland Hospital Trust, Vensmoen, Norway;4. RKBU-Nord, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway;5. Department of Psychology, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway;1. Department of Physical Medicine and Rehabilitation, Chang Gung Memorial Hospital at Linkou, 5 Fu-Hsing St., Kwei-Shan, Tao-Yuan 333, Taiwan;2. Department of Physical Therapy, Chang Gung University, 259 Wen-Hwa 1st Rd, Kwei-Shan, Tao-Yuan 333, Taiwan;3. Graduate Institute of Early Intervention, Chang Gung University, 259 Wen-Hwa 1st Rd, Kwei-Shan, Tao-Yuan 333, Taiwan;4. Department of Industrial Engineering and Management, National Taipei University of Technology, 1, Sec. 3, Zhongxiao E. Rd., Taipei 106, Taiwan |
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| Abstract: | BackgroundThis 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.AimsWe 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 proceduresFifteen 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 resultsTen 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 implicationsThe 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. |
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| Keywords: | Cerebral palsy Reading and spelling Phonological processing Language abilities Visual perception Non-verbal reasoning |
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