ERIC Number: EJ1199702
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?
Spanoudis, George C.; Papadopoulos, Timothy C.; Spyrou, Spyroula
Journal of Learning Disabilities, v52 n1 p3-14 Jan-Feb 2019
Specific language impairment (SLI) and reading disability (RD) are familial, moderately heritable comorbid developmental disorders. The key deficit of SLI is oral language, whereas children with RD exhibit impairment in learning to read. The present study examines the possible co-occurrence of RD and SLI and the nature of this co-occurrence at a linguistic and a cognitive level in an orthographically consistent language. Four groups of children participated in the study: an RD group (n = 10), an SLI group (n = 13), a possible comorbid group (n = 9), and a control--no deficit group (n = 20). Analysis showed that all three clinical groups in our sample performed similarly in phonological awareness and naming-speed tasks. However, significant group differences were observed in orthographic processing, reading, semantics, and phonological memory measures, thus supporting the view that SLI and RD are distinct disorders. Results are in line with previous findings indicating that SLI and RD share common characteristics, although the two conditions are manifested with different symptoms.
Descriptors: Language Impairments, Reading Difficulties, Comorbidity, Foreign Countries, Grade 2, Grade 4, Oral Language, Phonological Awareness, Linguistics, Orthographic Symbols, Control Groups, Reading Instruction, Semantics, Spelling, Reading Skills, Reading Comprehension, Naming
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education; Grade 4; Intermediate Grades
Authoring Institution: N/A
Identifiers - Location: Cyprus