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Results revealed that the two groups differed significantly on the time and accuracy of word retrieval, their ability to produce a syntactically appropriate structure in a sentence completion task, their retelling of stories that had been read to them, their answers to questions about the stories, and their inferences. Further analysis revealed that the variance in the younger reading-disabled children\u2019s reading comprehension scores was best accounted for by their performance on the sentence completion and word retrieval measures; the inferencing skills of the older reading-disabled children best accounted for the variance in their reading comprehension. By contrast, the younger normally achieving children\u2019s reading comprehension scores were best accounted for by their sentence completion, the proportion of the stories that they retold, and word retrieval scores. The proportion of stories retold and the phonological awareness score of the older normally achieving children best accounted for the variance in their reading scores. These findings suggest that the oral language skills of normally achieving and reading-disabled children may relate differently to their reading comprehension at different age levels.<\/jats:p>","DOI":"10.1044\/jshr.3401.129","type":"journal-article","created":{"date-parts":[[2014,7,29]],"date-time":"2014-07-29T21:22:51Z","timestamp":1406668971000},"page":"129-140","source":"Crossref","is-referenced-by-count":63,"title":["The Language-Reading Relationship in Normal and Reading-Disabled Children"],"prefix":"10.1044","volume":"34","author":[{"given":"Lynn S.","family":"Snyder","sequence":"first","affiliation":[{"name":"California State University Long Beach"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Doris M.","family":"Downey","sequence":"additional","affiliation":[{"name":"University of Colorado, Boulder"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1310","reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","first-page":"44","DOI":"10.1007\/BF02648021","article-title":"A decade of research with dyslexic college students","volume":"36","author":"Aaron P.","year":"1986","journal-title":"Annals of Dyslexia"},{"key":"e_1_3_2_3_1","doi-asserted-by":"crossref","first-page":"114","DOI":"10.1016\/0022-0965(84)90022-5","article-title":"Acquisition and use of spelling-sound correspondences in reading","volume":"38","author":"Backman J.","year":"1984","journal-title":"Journal of Experimental Child Psychology"},{"key":"e_1_3_2_4_1","doi-asserted-by":"crossref","first-page":"75","DOI":"10.2307\/747049","article-title":"The development and use of graphic and contextual information as children learn to read","volume":"6","author":"Beimiller A.","year":"1970","journal-title":"Reading Research Quarterly"},{"key":"e_1_3_2_5_1","first-page":"1","volume-title":"Advances in neurology","author":"Benton A. 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