{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T10:24:57Z","timestamp":1792751097862,"version":"4.5.0"},"reference-count":40,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2016,11,7]],"date-time":"2016-11-07T00:00:00Z","timestamp":1478476800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100004440","name":"Wellcome Trust","doi-asserted-by":"publisher","award":["WT082036MA"],"award-info":[{"award-number":["WT082036MA"]}],"id":[{"id":"10.13039\/100004440","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2017,2]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Method<\/jats:title>\n                    <jats:p>Children were identified with speech sound disorder (SSD) at the age of 3\u00bd\u00a0years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5\u00bd), using measures of phoneme awareness, word\u2010level reading and spelling; and 3\u00a0years later (age 8), using measures of word\u2010level reading, spelling and reading comprehension.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5\u00bd and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with \u2018disordered\u2019 speech errors had poorer word reading skills than children whose speech errors indicated \u2018delay\u2019. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co\u2010occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time\u2010points.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.12648","type":"journal-article","created":{"date-parts":[[2016,11,7]],"date-time":"2016-11-07T00:04:15Z","timestamp":1478477055000},"page":"197-205","source":"Crossref","is-referenced-by-count":109,"title":["When does speech sound disorder matter for literacy? The role of disordered speech errors, co\u2010occurring language impairment and family risk of dyslexia"],"prefix":"10.1111","volume":"58","author":[{"given":"Marianna E.","family":"Hayiou\u2010Thomas","sequence":"first","affiliation":[{"name":"Department of Psychology University of York York UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Julia M.","family":"Carroll","sequence":"additional","affiliation":[{"name":"Centre for Research in Psychology, Behaviour and Achievement Coventry University Coventry UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ruth","family":"Leavett","sequence":"additional","affiliation":[{"name":"Children's Therapy Service York Teaching Hospital NHS Foundation Trust York UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Hulme","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Sciences University College London London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Margaret J.","family":"Snowling","sequence":"additional","affiliation":[{"name":"Department of Experimental Psychology and St John's College University of Oxford Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2016,11,7]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshd.5102.98"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshr.3802.446"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.1990.tb00844.x"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1601-183X.2007.00360.x"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/desc.12153"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2006\/092)"},{"key":"e_1_2_8_9_1","article-title":"Child and environmental risk factors predicting readiness for learning in children at high risk of dyslexia","author":"Dilnot J.","year":"2016","journal-title":"Development and Psychopathology"},{"key":"e_1_2_8_10_1","volume-title":"Differential diagnosis and treatment of children with speech disorder","author":"Dodd B.","year":"1995"},{"key":"e_1_2_8_11_1","volume-title":"Diagnostic evaluation of articulation and phonology (DEAP)","author":"Dodd B.","year":"2002"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/dmcn.12635"},{"key":"e_1_2_8_13_1","unstructured":"Foster H.(2007).Single Word Reading Test 6\u201016: GL Assessment Limited"},{"key":"e_1_2_8_14_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2009\/07-0145)"},{"key":"e_1_2_8_15_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820701445032"},{"key":"e_1_2_8_16_1","doi-asserted-by":"publisher","DOI":"10.1177\/0956797615603702"},{"key":"e_1_2_8_17_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820310001619478"},{"key":"e_1_2_8_18_1","first-page":"32","article-title":"Prediction of literacy difficulties in speech impaired subjects","author":"Leit\u00e3o S.","year":"1997","journal-title":"The Australian Communication Quarterly"},{"key":"e_1_2_8_19_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2011\/10-0124)"},{"key":"e_1_2_8_20_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221940003300504"},{"key":"e_1_2_8_21_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.12091"},{"key":"e_1_2_8_22_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2004\/031)"},{"key":"e_1_2_8_23_1","doi-asserted-by":"publisher","DOI":"10.1146\/annurev.psych.60.110707.163548"},{"key":"e_1_2_8_24_1","doi-asserted-by":"publisher","DOI":"10.1044\/1092-4388(2009\/08-0024)"},{"key":"e_1_2_8_25_1","doi-asserted-by":"publisher","DOI":"10.1044\/1058-0360(2012\/12-0022)"},{"key":"e_1_2_8_26_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2007.01763.x"},{"key":"e_1_2_8_27_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.00275.x"},{"key":"e_1_2_8_28_1","volume-title":"Rice\/Wexler test of early grammatical impairment","author":"Rice M.","year":"2001"},{"key":"e_1_2_8_29_1","doi-asserted-by":"publisher","DOI":"10.1044\/jslhr.4206.1461"},{"key":"e_1_2_8_30_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1432"},{"key":"e_1_2_8_31_1","article-title":"Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments","author":"Snowling M.J.","year":"2015","journal-title":"Journal of Child Psychology and Psychiatry"},{"key":"e_1_2_8_32_1","unstructured":"Snowling M.J. 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