Person-centered approach to examining emergent literacy risks in children with specific language impairment

Children with specific language impairment (SLI) are at increased risk for reading difficulties, and some studies suggest that these problems are evident even with pre-reading skills, such as alphabet knowledge and phonological awareness. To date, most studies asserting these emergent literacy difficulties have relied on mean score differences between children with SLI and children who are typically developing. However, work concerning children with SLI also reports considerable heterogeneity, such that some children perform as well as typically developing peers. The present study utilizes a person-centered approach to examine whether the actual proportion of preschool children with SLI (n = 62) who might be identified as “at risk” on measures of emergent literacy differs significantly from the proportion of age-matched typically developing peers (n = 40), and whether a subset of children with concomitant speech impairment would exhibit greatest risk. Results showed that a significantly greater percentage of children with SLI were classified as at risk on all three emergent literacy measures, and the percentage of children at risk for each measure was similar. Children with concomitant speech and language impairment performed more poorly on the alphabet knowledge measure, as compared to those with LI-only, but had similar scores on the other two measures (rhyme awareness and print knowledge). Implications of these findings with respect to assessing emergent literacy in children with language disorders are discussed.