Skip to main content
SpringerLink
Log in

From oral to written language: a developmental and interventional perspective

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

Abstract

The article discusses relations between early oral language abilities and reading and writing development as reflected in longitudinal research. The observation that poor reading is less accurately predicted than superior reading is documented, and developmental characteristics of poor readers and superior readers, respectively, are described. The importance of early intervention is emphasized both by reference to experimental research and by a documented high consistency between reading at grades 2–3 and reading in adolescence.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Adams, M. J. (1990).Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

    Google Scholar 

  • Amtorp, A., Frost, J., & Troest, K. (1985).Om sproglig apmoerksomhet. Rønne, Denmark: Skolepsykologisk rådgivning.

    Google Scholar 

  • Aram, D. M., Ekelinan, B. L., & Nation, J. E. (1984). Preschoolers with language disorders: 10 years later.Journal of Speech and Hearing Research, 27, 234–244.

    Google Scholar 

  • Aram, D. M., & Hall, N. E. (1989). Longitudinal follow-up of children with preschool communication disorders: treatment implications.School Psychology Review, 18, 487–501.

    Google Scholar 

  • Arthur, G. (1952).The Arthur adaptation of the Leiter international performance scale. Washington, DC: Psychological Service Center Press.

    Google Scholar 

  • Badian, N. A. (1982). The prediction of good and poor reading before kindergarten entry: A 4-year follow-up.Journal of Special Education, 16, 309–318.

    Article  Google Scholar 

  • Badian, N. A. (1986). Improving the prediction of reading for the individual child: A four-year follow-up.Journal of learning disabilities, 19, 262–269.

    Article  Google Scholar 

  • Badian, N. A. (1988). The prediction of good and poor reading before kindergarten entry: A Nine-year follow-up.Journal of Learning Disabilities, 21, 98–103.

    Article  Google Scholar 

  • Bishop, D. V. M., & Edmundson, A. (1987). Language-impaired 4-years-olds: distinguishing transient from persistent impairment.Journal of Speech and Hearing Disorders, 52, 156–168.

    Google Scholar 

  • Blackman, B. A. (1991). Early intervention for children’s reading problems: clinical applications of the research in phonological awareness.Topics in Language Disorders, 12, 51–65.

    Google Scholar 

  • Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read — A causal connection.Nature, 301: 5899, 419–421.

    Article  Google Scholar 

  • Bryan, J. H., & Bryan, T. (1990). Social factors in learning disabilities: Attitudes and interactions. In: G. T. Pavlidis (Ed.),Perspectives on dyslexia, (Vol. 2, pp. 247–281). London: Wiley.

    Google Scholar 

  • Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading.Journal of Child Language, 16, 407–428.

    Article  Google Scholar 

  • Butler, S. R., Marsh, H. W. Sheppard, M. J., & Sheppard, J. L. (1985). Seven-year longitudinal study of the early prediction of reading achievement.Journal of Educational Psychology, 77, 349–361.

    Article  Google Scholar 

  • Catts, H. (1986). Speech production/phonological deficits in reading-disordered children.Journal of Learning Disabilities, 19, 504–508.

    Article  Google Scholar 

  • Catts, H. (1989). Defining dyslexia as a developmental language disorder.Annals of Dyslexia, 39, 50–64.

    Article  Google Scholar 

  • Catts, H. (1991). Early identification of dyslexia: Evidence of a follow-up study of speech-language impaired children. Annals of dyslexia, 41, 166–177.

    Article  Google Scholar 

  • Clay, M. (1975).What did I write? Auckland, New Zealand: Heinemann.

    Google Scholar 

  • Clark, M. M. (1976).Young fluent readers. London: Heinemann.

    Google Scholar 

  • Critchley, M. (1970).The dyslexic child. Springfield, II.: Heinemann.

    Google Scholar 

  • Denckla, M., & Rudel, R. (1976). Rapid automatized naming (RAN): Dyslexia differential from other learning disabilities.Neuropsychologia, 14, 471–479.

    Article  Google Scholar 

  • Donahue, M., Pearl, R., & Bryan, T. (1982). Learning desabled children’s syntactic proficiency on a communicative task.Journal of Speech and Hearing Disorders, 47, 397–403.

    Google Scholar 

  • Durking, D. (1966).Children who read early. New York: Teachers College Press.

    Google Scholar 

  • Elbro, C. (1990).Differences in dyslexia. Copenhagen: Munksgaard.

    Google Scholar 

  • Ellis, N. (1981). Visual and name coding in dyslexic children.Psychological Research, 43, 201–219.

    Article  Google Scholar 

  • Feagans, L., & Short, E. J. (1984). Developmental differences in the comprehension and production of narratives by reading-disabled and normally achieving children.Child Development, 55, 1727–1736.

    Article  Google Scholar 

  • Finucci, J. M., Gottfredson, L. S., & Childs, B. (1985). A follow-up study of dyslexic boys.Annals of Dyslexia, 35, 117–136.

    Article  Google Scholar 

  • Frith, U. (1981). Experimental approaches to developmental dyslexia: An introduction.Psychological Research, 43, 97–109.

    Article  Google Scholar 

  • Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.),Surface dyslexia, (pp. 301–330). Hillsdale, NJ: Lawrence Earlbaum.

    Google Scholar 

  • Frost, J. (1987).Om sproglig opmaerksomhet II. Rønne, Denmark: Skolepsykologisk rådgivning.

    Google Scholar 

  • Fundudis, T., Kolvin, I., & Garside, R. F. (1979).Speech retarded and deaf children: their psychological development. New York: Academic press.

    Google Scholar 

  • Gillingham, A., & Stillman, B. W. (1956).Remedial training for children with specific disability in reading, spelling and penmanship. Cambridge, MA: Educators Publishing Service.

    Google Scholar 

  • Gjessing, H. J. (1970).Standpunktprøver i skolen. Revidert utgave. Oslo: Universitetsforlaget.

    Google Scholar 

  • Goswami, U., & Bryant, P. E. (1990).Phonological skills and learning to read. London: Lawrence Erlbaum.

    Google Scholar 

  • Griffiths, C. P. S. (1969). A follow-up study of children with disorders of speech.British Journal of Disorders of Communication, 4, 46–56.

    Article  Google Scholar 

  • Hagtvet, B. E. (1986).Ordlesingstest: meningsfulle ord og nonsens ord. Mimeo. Institute for Special Education, University of Oslo.

  • Hagtvet, B. E. (1987).Early readers: Linguistic awareness and oral language abilities. Presented at The fourth International Congress for the Study of Child Language, Lund, July 18–24, 1987.

  • Hagtvet, B. E. (1988).Skriftspräkutvikling gjennom lek. Oslo: Universitetsforlaget.

    Google Scholar 

  • Hagtvet, B. E. (1989). Emergent literacy in Norwegian six-year-olds. From pretend writing to phonemic awareness and invented writing. In F. Biglmaier (Ed.),Reading at the crossroads. Conference proceedings, the 6th European Conference on Reading. Berlin, July 31–August 3.

  • Hagtvet, B. E. (1990).From pretend writing to conventional writing and reading. A study of early reading and writing development. Presented at the 13th World Conference on Reading, Stockholm, July 3–6.

  • Hagtvet, B. E., Lillestølen, R. (1985). Reynells språktest. Händbok. Oslo: Universitetsforlaget.

    Google Scholar 

  • Hagtvet, B. E., Pàlsdottir, H. (1990). Lek med språket! Oslo: Universitetsforlaget.

    Google Scholar 

  • Hall, P. K., & Tomblin, J. B. (1978). A follow-up study of children with articulation and language disorders.Journal of Speech and Hearing Disorders, 43, 227–241.

    Google Scholar 

  • Jansky, J., & deHirsch, K. (1972).Preventing reading failure. New York: Harper & Row.

    Google Scholar 

  • Jorm, A. E. (1983). Specific reading retardation and working memory: a review.British Journal of Psychology, 74, 311–342.

    Google Scholar 

  • Kahmi, A., Catts, H., & Mauer, D. (1990). Explaining speech production errors in poor readers.Journal of Learning Disabilities, 23, 632–636.

    Google Scholar 

  • King, E. M., & Friesen D. T. (1972). Children who read in kindergarten.The Alberta Journal of Educational Research, 18(3), 147–161.

    Google Scholar 

  • King, R. R., Jones, C., & Lasky, E. (1982). In retrospect: A fifteen-year follow-up report of speech-language-disordered children.Language, Speech and Hearing Services in Schools, 13, 24–32.

    Google Scholar 

  • Kirk, S. J., McCarthy, J., & Kirk, T. (1968).Illinois test of psycholinguistic ability. Urbana: University of Illinois Press

    Google Scholar 

  • Liberman, I. Y., & Shankweiler, D. P. (1985). Phonology and the problems of learning to read and write.Remedial and Special Education, 6, 8–17.

    Article  Google Scholar 

  • Lundberg, I. (1982). Linguistic awareness as related to dyslexia. In Y. Zotterman (Ed.),Dyslexia, neuronal, cognitive & linguistic aspects, (pp. 144–151). New York: Pergamon Press.

    Google Scholar 

  • Lundberrg, I., Olofsson, Å, & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten.Scandinavian Journal of Psychology, 21, 159–173.

    Article  Google Scholar 

  • Lundberg, I. Frost, J., & Pedersen, O. P. (1988). Long term effects of a preschool training program in phonological awareness.Reading research Quarterly, 28, 263–284.

    Article  Google Scholar 

  • Lundberg, I., Frost, J., Pedersen, O. P., & Olofsson, Å. (1991).Long-term effects of a preschool program for stimulating phonological awareness: The effect on low achieving children. Presented at the fourth European conference for research on learning and instruction, Turku, Finland, August 24th–26th.

  • Mann, V. (1984). Longitudinal prediction and prevention of early reading difficulty.Annals of Dyslexia, 34, 117–135.

    Article  Google Scholar 

  • Mann, V., Liberman, I., & Shankweiler, D. (1980). Children’s memory for sentences and word strings in relation to reading ability.Memory and Cognition, 8, 329–335.

    Google Scholar 

  • Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal short-term memory.Journal of Learning Disabilities, 17(10), 592–599.

    Article  Google Scholar 

  • Masterson, J. M., & Kahmi, A. G. (1992). Linguistic trade-offs in school-age children with and without language disorders.Journal of Speech and Hearing Research, 35, 1064–1075.

    Google Scholar 

  • Mattingly, J. G. (1972). Reading, the linguistic process, and linguistic awareness. In J. F. Kavanagh & I. G. Mattingly (Eds.),Language by ear and by eye. The relationship between speech and reading, (pp. 133–147). Cambridge, MA: MIT Press.

    Google Scholar 

  • Menyuk, M. C., Liebergott, J. W., Korngold, B., & Belanger, R. D. A. (1991). Predicting reading problems in at-risk children.Journal of Speech and Hearing Research, 34, 893–903.

    Google Scholar 

  • Miles, T. R. (1983).Dyslexia: The pattern of difficulties. London: Priory Press.

    Google Scholar 

  • Nurss, J., & Hough, R. A. (1986). Reading aloud in early childhood classrooms.Dimensions, 14, 7–9.

    Google Scholar 

  • Olofsson, A. (1981).Test of phonemic awareness. Analyses and synthesis of short words. Mimeo. University of Umeå: Institute of psychology.

    Google Scholar 

  • Olson, D., & Geva, (1983). Children’s story-retelling.First language, 4, 85–110.

    Article  Google Scholar 

  • Olson, R. K. (1992).Language deficits in ‘specific’ reading disability. Mimeo. University of Colorado at Boulder.

  • Olson, R. K., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences.Journal of Learning Disabilities, 22, 339–348.

    Article  Google Scholar 

  • Olson, R. K., Wise, B., Conners, F., & Rack, J., (1990). Organization, heritability, and remediation of component word recognition and language skills in disabled readers. In T. H. Carr & B. A. Levy (Eds.),Reading and its development: Component skills approaches, (pp. 261–322). New York: Academic Press.

    Google Scholar 

  • Orton, S. T. (1937).Reading, writing and speech problems in children. New York: Norton.

    Google Scholar 

  • Piaget, J. (1959).The psychology of intelligence. London: Routledge & kegan Paul.

    Google Scholar 

  • Reynell, J. (1977).Reynell developmental language scales (revised). Windsor: NFER.

    Google Scholar 

  • Satz, P., Taylor, H. G., Friel, J., & Fletcher, J. M. (1978). Some developmental and predictive precursors of reading disabilities: A six year follow-up. In A. L. Benton & D. Pearl (Eds.),Dyslexia. An appraisal of current knowledge, (pp. 315–347). New York: Oxford University Press.

    Google Scholar 

  • Scarborough, H. (1989). Prediction of reading disability from familial and individual differences.Journal of Educational Psychology, 81, 101–108.

    Article  Google Scholar 

  • Scarborough, H. (1990). Very early language deficits in dyslexic children.Child Development, 61, 1728–1741.

    Article  Google Scholar 

  • Share, D., Jorm, A. MacLean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition.Journal of Educational Psychology, 76, 1309–1324.

    Article  Google Scholar 

  • Schonhaut, S., & Satz, P. (1983). Prognosis for children with learning disabilities. A review of follow-up studies. In M. Rutter (Ed.),Development neuropsychiatry, (pp. 542–563). New York: Guildford Press.

    Google Scholar 

  • Short, E. J., & Ryan, E. B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training.Journal of Educational Psychology, 76, 225–235.

    Article  Google Scholar 

  • Siegel, L. S. (1989). IQ is irrelevant to the definition and analysis of reading disability.Canadian Journal of Psychology, 42, 201–215.

    Google Scholar 

  • Silva, P. A., McGee, R., & Williams, S. (1983). Developmental language delay from three to seven years and its significance for low intelligence and reading difficulties at age seven.Developmental Medicine & Child Neurology, 25, 783–793.

    Article  Google Scholar 

  • Silva, P. A., Williams, S., & McGee, R. (1987). A longitudinal study of children with developmental language delay at age three: Later intelligence, Reading and behaviour problems.Developmental Medicine & Child Neurology, 29, 630–640.

    Google Scholar 

  • Skjänes Dugstad, B. (1976).Lesetest: Ordoppfatning og tekstforståelse. Mimeo.

  • Snow, C. (1983). Literacy and language. Relationships during the preschool years.Harvard Educational Review, 53, 165–189.

    Google Scholar 

  • Snowling, M. J. (1981). Phonemic deficits in developmental dyslexia.Psychological Research, 43, 219–234.

    Article  Google Scholar 

  • Snowling, M. J. (1987).Dyslexia. Oxford: Basil Blackwell.

    Google Scholar 

  • Snowling, M. J. (1990). Developmental reading disorders.Journal of Child Psychology and Psychiatry, 32, 49–77

    Article  Google Scholar 

  • Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonologicalcore variable-difference model.Journal of Learning Disabilities, 21, 560–612.

    Google Scholar 

  • Stanovich, K. E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray?Reading Research Quarterly, 16, 1–29.

    Google Scholar 

  • Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Intelligence, cognitive skills, and early reading progress.Reading Research Quarterly, 19, 278–303.

    Article  Google Scholar 

  • Stark, R., Bender, M., Tallal, P., & Catts, H. (1984). Four-year follow-up study of language impaired children.Annals of Dyslexia, 34, 49–68.

    Article  Google Scholar 

  • Sulzby, E. (1986). Writing and reading. Signs of oral and written language organization in the young child. In W. H. Teale & E. Sulzby (Ed.),Emergent literacy. Writing and reading. Norwood, NJ: Ablex.

    Google Scholar 

  • Torgesen, J. (1985). Memory processes in reading disordered children.Journal of Learning Disabilities, 18, 350–357.

    Article  Google Scholar 

  • Torneus, M. (1990). The importance of metaphonological and metamorphological abilities for different phases of reading development. In. Th. Pavlidis (Ed.),Perspectives on dyslexia, (Vol. 2). London: Wiley.

    Google Scholar 

  • Tramontana, M. G., Hooper, S. R., & Selzer, S. C. (1988). Research on the preschool prediction of later academic achievement: A review.Developmental Review, 8, 89–146

    Article  Google Scholar 

  • Tunmer, W. E., Herriman, M. L., & Nesdale, A. R. (1988).Reading Research Quarterly, 23, 135–158.

    Article  Google Scholar 

  • Vea, G. (1991).Metamorfologisk kompetanse og leseutvikling. Master thesis. Institute for Special Education, University of Oslo.

  • Vellutino, F. R. (1979).Dyslexia: Theory and research. Cambridge, MA: MIT Press.

    Google Scholar 

  • Vellutino, F. R. (1979).Dyslexia: Theory and research. Cambridge, MA: MIT Press.

    Google Scholar 

  • Vellutino, F. R., & Scanlon, D. M. (1982). Verbal processing in poor and normal readers. In D. J. Brainerd & M. Pressley (Eds.),Verbal processes in children, (pp. 189–264). New York: Springer Verlag.

    Google Scholar 

  • Vogel, S. A. (1975).Syntactic abilities in normal and dyslexic children. London: University Park Press.

    Google Scholar 

  • Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing abilities and its causal role in the acquisition of reading skills.Psychological Bulletin, 101, 192–212.

    Article  Google Scholar 

  • Wechsler, D. (1963).Examiner’s manual: Wechsler preschool and primary scale of children intelligence scale. New York: The Psychological cooperation.

    Google Scholar 

  • Wiig, E. H., & Semel, E. M. (1976).Language disabilities in children and adolescents. Columbus, OH: Charles E. Merrill.

    Google Scholar 

  • Wolf, M. (1984). Naming, reading, and the dyslexias: A longitudinal overview.Annals of Dyslexia, 34, 87–136.

    Article  Google Scholar 

  • Wong, B. Y. L., & Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self questioning.Learning Disability Quarterly, 5, 43–50.

    Article  Google Scholar 

  • Yule, W., & Rutter, M. (1976). Epidemiology and social implications of specific reading retardation. In R. M. Knights & D. J. Bakker (Eds),The neuropsychology of learning disorders, (pp. 25–39). Baltimore: University Park Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Norvegian Institute of Special Education, Granasen 4, 1347, Hosle, Norway

    Bente E. Hagtvet

Authors
  1. Bente E. Hagtvet
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Hagtvet, B.E. From oral to written language: a developmental and interventional perspective. Eur J Psychol Educ 8, 205–220 (1993). https://doi.org/10.1007/BF03174077

Download citation

  • Received:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03174077

Key words

Search

Navigation