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. 2021 Apr 23;55(3):200–212. doi: 10.1177/00222194211006207

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© Hammill Institute on Disabilities 2021

This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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Figure 1. — Intervening model for language and reading.

Note. Proposed model for the relationship between early language, current language, and reading. Early language is measured by parent report and current language and reading by quantitative, standardized tests. Early language acquisition predicted current language skills, which predicted reading skills. Early language is also associated with reading, but this effect is diminished with current language included in the model. CELF-3 = Clinical Evaluation of Language Fundamentals–Third Edition; EL = Expressive Language subtest. RL = Receptive Language subtest.