Reading and Writing Disorder (RWD) - Criteria for a Speech Therapist Intervention

Background: Children with specific language impairments carry a high risk for the development of reading and writing disorders. While deficits in phonological encoding have been well studied, there has been little research in the german speaking world into the possible correlation between linguistic ability and reading or writing skills in elementary school children. Material and Methods: Using a group of 27 children between the ages of 8 and 11, a battery of tests were performed to research possible correlations between linguistic ability and reading and writing ability in elementary school children. Results: There was a slight correlation between writing ability of pseudo words for vocabulary (r = 0.48, p < 0.05), sentence repeating (r = 0.50, p < 0.05) and grammar (r = 0.58, p < 0.01). Vocabulary and grammar however were significantly correlated with writing ability (r = 0.38, p < 0.05). In particular, phonological encoding was significantly worse compared to receptive or expressive abilities. 67 % of the children with RWD had also linguistic deficits, 15 % had only phonological deficits and the remaining 18 % no language deficits. Conclusions: The results confirm both delays as comorbid problems. Therefore it is clear that when a reading and writing disorder is present, then speech and language problems should be also suspected and appropriate speech therapy instituted.