The DOI matches its Crossref record; 98 of the 98 references it cites were found in a registry or an index.
Are Specific Language Impairment and Dyslexia Distinct Disorders?
Open accessAbstract
Purpose: The purpose of this study was to determine whether specific language impairment (SLI) and dyslexia are distinct developmental disorders. Method: Study 1 investigated the overlap between SLI identified in kindergarten and dyslexia identified in 2nd, 4th, or 8th grades in a representative sample of 527 children. Study 2 examined phonological processing in a subsample of participants, including 21 children with dyslexia only, 43 children with SLI only, 18 children with SLI and dyslexia, and 165 children with typical language/reading development. Measures of phonological awareness and nonword repetition were considered. Results: Study 1 showed limited but statistically significant overlap between SLI and dyslexia. Study 2 found that children with dyslexia or a combination of dyslexia and SLI performed significantly less well on measures of phonological processing than did children with SLI only and those with typical development. Children with SLI only showed only mild deficits in phonological processing compared with typical children. Conclusions: These results support the view that SLI and dyslexia are distinct but potentially comorbid developmental language disorders. A deficit in phonological processing is closely associated with dyslexia but not with SLI when it occurs in the absence of dyslexia.
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Cites
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Cited by
Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading
Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006) · Journal of Speech, Language, and Hearing Research · doi:10.1044/1092-4388(2006/023 · Cited by 955
Self-citationRelations Among Speech, Language, and Reading Disorders
Pennington, B. F., & Bishop, D. V. M. (2009) · Annual Review of Psychology · doi:10.1146/annurev.psych.60.110707.163548 · Cited by 522
Should the Simple View of Reading Include a Fluency Component?
Adlof, S. M., Catts, H. W., & Little, T. D. (2006) · Reading and Writing · doi:10.1007/s11145-006-9024-z · Cited by 406
Self-citationAssessment of English language learners: Using parent report on first language development
Paradis, J., Emmerzael, K., & Duncan, T. S. (2010) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2010.01.002 · Cited by 334
Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment.
Jones, C. R. G., Happé, F., Golden, H., Marsden, A. J. S., Tregay, J., Simonoff, E., Pickles, A., Baird, G., & Charman, T. (2009) · Neuropsychology · doi:10.1037/a0016360 · Cited by 299
Metadata
- Authors
- Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E.
- Venue
- Journal of Speech, Language, and Hearing Research
- Published
- 2005-12
- Volume
- 48
- Issue
- 6
- Pages
- 1378-1396
- ISSN
- 1092-4388 (ISSN-L)
- 1558-9102
- DOI
- 10.1044/1092-4388(2005/096
- OpenAlex
- W2172145194
- Cited by
- 685
- References
- 98
- FWCI
- 16.08
- Type
- journal article
- Language
- en
- Open access
- green
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