In the field of speech-language pathology, the relationship between oral language skills and reading comprehension is crucial, especially for children with oral language impairment (LI). A recent scoping review published in the Canadian Journal of Speech-Language Pathology and Audiology by Skoczylas, Schneider, and Suleman (2016) sheds light on this complex interplay and provides actionable insights for practitioners.
According to the review, there is a significant gap in knowledge regarding the use of standardized reading comprehension tests for children with LI. The authors identified three main conclusions:
- Further research is needed to document the relationship between reading comprehension test scores and oral language skills in children with LI.
- The selection of reading comprehension tests and oral language measures in research should be based on an evaluation of participant characteristics and the purposes of assessment. The selection rationale should be clearly stated in reports.
- Reading comprehension is best represented by a profile of component skills, including various language skills, rather than by a single test score.
These conclusions have direct implications for practitioners working with children who have LI. Here are some practical steps to improve your assessment and intervention strategies based on the findings:
1. Document the Relationship Between Reading Comprehension and Oral Language Skills
The review highlights the need for more research to understand how oral language skills affect reading comprehension test scores in children with LI. Practitioners should consider contributing to this body of knowledge by documenting and sharing their findings from clinical practice. This could involve conducting small-scale studies or case reports that explore the impact of specific oral language skills on reading comprehension outcomes.
2. Carefully Select and Justify Assessment Tools
The selection of reading comprehension tests and oral language measures should be tailored to the individual characteristics of the child and the specific goals of the assessment. Practitioners should be transparent about their rationale for choosing particular tests and should consider the following factors:
- Text Genre and Length: Different genres (e.g., narrative, expository) and text lengths can affect comprehension differently.
- Response Task: The type of response task (e.g., cloze, multiple choice, recall) can influence test performance. For example, cloze tasks are more related to decoding skills, while question-response tasks may tap into higher-level comprehension skills.
- Oral vs. Silent Reading: The mode of reading (oral or silent) can also impact comprehension, especially for children with expressive language difficulties.
3. Develop a Comprehensive Profile of Reading and Language Skills
Given the heterogeneous nature of LI, a single test score is unlikely to provide a complete picture of a child's reading comprehension abilities. Instead, practitioners should compile a profile of component skills, including:
- Receptive and expressive language skills (semantics, syntax, vocabulary, and discourse)
- Working memory
- Reading comprehension with authentic texts
- Decoding skills
Collaborating with other professionals, such as teachers and school psychologists, can help in gathering a comprehensive set of data to inform intervention planning.
Conclusion
The insights from the review by Skoczylas et al. (2016) underscore the importance of a nuanced approach to assessing and supporting reading comprehension in children with LI. By carefully selecting and justifying assessment tools and developing a comprehensive profile of reading and language skills, practitioners can better tailor their interventions to meet the unique needs of each child.
To read the original research paper, please follow this link: Language Matters: Measuring Reading Comprehension in Children with Oral Language Impairment.
