Objectives: The aim of this study was to identify quantitative and qualitative differences between the reading and writing skills of children with developmental dyslexia and those of dyslexic children with a specific language impairment (SLI).
Background: It is suggested that although the etiology of developmental dyslexia and SLI may be diverse, dyslexic children with SLI and their language-intact peers are comparable on a behavioral level.
Methods: Three groups of second-grade children were compared on reading and writing tests with single words and nonwords: 15 dyslexic children with a history of SLI (SLI group), 15 dyslexic children with a typical pattern of language development (non-SLI group), and a control group of 30 children with no clinical history of learning disabilities or communication disorders.
Results: Analysis of the results revealed the performances of both SLI and non-SLI dyslexic groups to be comparable in terms of speed, accuracy, and error typology.
Conclusions: This study confirms that there are parallels between dyslexic children with language disorders and their dyslexic peers with intact language skills, at least in terms of their performance on reading and writing tests.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1097/WNN.0b013e31818a5caf | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System.
Dyslexia
February 2025
Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Department of Learning Disabilities, University of Haifa, Haifa, Israel.
While the multiple cognitive deficits model of reading difficulties (RD) is widely supported, different cognitive-linguistic deficits may manifest differently depending on language and writing system characteristics. This study examined cognitive-linguistic profiles underlying RD in Hebrew, characterised by rich Semitic morphology and two writing versions differing in orthographic consistency-a transparent-pointed version and a deep-unpointed version. A two-step cluster analysis grouped 96 s graders and 81 fourth graders based on their phonological awareness (PA), rapid naming (RAN), orthographic knowledge (OK) and morphological-pattern identification (MPI) abilities.
View Article and Find Full Text PDFGestalt, Navon and Kanizsa illusion processing in CVI, ADHD, and dyslexia Children with Normal verbal IQ.
Front Hum Neurosci
December 2024
Department of Neuroscience, Erasmus Medical Center, Rotterdam, Netherlands.
Introduction: Global Visual Selective Attention (VSA) is the ability to integrate multiple visual elements of a scene to achieve visual overview. This is essential for navigating crowded environments and recognizing objects or faces. Clinical pediatric research on global VSA deficits primarily focuses on autism spectrum disorder (ASD).
View Article and Find Full Text PDFParents' Perception of the Role of Sports in Supporting Psychological and Social Development in Children with Specific Learning Disorders.
Children (Basel)
December 2024
Facultad de Deporte, UCAM-Universidad Católica de Murcia, 30107 Guadalupe, Spain.
Background: This study aims to examine parents' perceptions of how coach support influences the satisfaction of basic psychological needs (autonomy, competence, and relatedness) and its subsequent impact on the self-esteem and overall well-being of children with Specific Learning Disorders (SLDs) through participation in sports.
Methods: The sample consisted of 1146 parents of children and young people diagnosed with SLDs from several European countries. The Coach Support Scale (COS), the Basic Psychological Needs Satisfaction Scale (BPNS), the Rosenberg Self-Esteem Scale (RSES), and the Sport Impact Scale (SIS) were used.
Hebbian Optocontrol of Cross-Modal Disruptive Reading in Increasing Acoustic Noise in an Adult with Developmental Coordination Disorder: A Case Report.
Brain Sci
November 2024
Laser Physics Laboratory, University of Rennes, 35042 Rennes Cedex, France.
Acoustic noise is known to perturb reading for good readers, including children and adults. This external acoustic noise interfering at the multimodal areas in the brain causes difficulties reducing reading and writing performances. Moreover, it is known that people with developmental coordination disorder (DCD) and dyslexia have reading deficits even in the absence of acoustic noise.
View Article and Find Full Text PDFDefining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis.
J Speech Lang Hear Res
January 2025
Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA.
Purpose: Interprofessional practice requires regular communication between professionals from different disciplines using shared terminology. Within schools, many professionals are tasked with supporting children with language disorders, namely, developmental language disorder (DLD) and/or dyslexia. Limited information exists as to (a) how school-based professionals' definitions of DLD and dyslexia align with research definitions, (b) how different school-based professionals define language disorders, (c) how school-based professionals' definitions of DLD and dyslexia align across professional groups, and (d) how one's definition of a language disorder correlates with other measures of knowledge.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!