Associated comorbidities of specific language impairment

Ghandour, Hassan H.; Eldin, Sally Kheir; Sallam, Yossra; Mahmoud, Shaimaa

doi:10.4103/bmfj.bmfj_155_17

Cited by 7 publications

(5 citation statements)

References 3 publications

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“…The first hypothesis was based on our expectation that the adolescents with SLD and SLI would achieve a lower performance in all reading assessment measures irrespective of their diagnosis, as both groups are known to display weaknesses in morphosyntax and phonology [5], leading us to predict that they would perform as 'poor' readers (Hypothesis 1). More specifically, as literature reveals, there is a consensus in the language impairment profile in children and adolescents with SLI and SLD symptoms, which suggests that the two disorders pertain to a broader and undivided structure of language disorder, resulting in dyslexia being considered as a milder dimension of language impairment [5].…”

Section: Hypothesismentioning

confidence: 99%

“…More precisely, differential diagnosis is often a challenging task for clinicians, since the nature and manifestation of the two disorders pose obstacles in deciding whether it is the same language disorder or as two distinct [1,2] but overlapping disorders [3,4]. This overlap may be evident in several symptoms that children with SLD and SLI share, such as problems in reading comprehension, phonological processing, morph syntax or short-term memory deficits and in difficulties with rapid automatic naming [5]. Therefore, many children with SLD manifest language impairments, while it is also common for children with SLI to present SLD symptoms.…”

Section: Introductionmentioning

confidence: 99%

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Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

et al. 2021

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SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12–16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.

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Section: Hypothesismentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

et al. 2021

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show abstract

“…The first hypothesis was based on our expectation that the adolescents with SLD and SLI would achieve a lower performance in all reading assessment measuresirrespectively of their diagnosis, as both groups are known to display weaknesses in morphosyntax and phonology [5], leading us to predict that they would perform as 'poor' readers (Hypothesis 1).More specifically, as literature reveals,there is a consensus in the language impairment profile in children and adolescents with SLI and SLD symptoms, which suggests that the two disorders pertain to a broader and undivided structure of language disorder, resulting in dyslexia being considered as a milder dimension of language impairment [5].…”

Section: 2specific Language Impairment (Sli) In Mathematicsmentioning

confidence: 99%

“…More precisely, differential diagnosis is often a challenging task for clinicians, since the nature and manifestation of the two disorders pose obstacles in deciding whether it is the same language disorder or as two distinct [1][2], but overlapping disorders [3][4]. This overlap may be evident in several symptoms that children with SLD and SLI share, such as problems in reading comprehension, phonological processing, morph syntax or short-term memory deficits and in difficulties with rapid automatic naming [5]. Therefore, many children with SLD manifest language impairments, while it is also common for children with SLI to present SLD symptoms, which suggests that the two disorders pertain to a broader and undivided structure of language disorder, resulting in dyslexia being considered as a milder dimension of language impairment [6].…”

Section: Introductionmentioning

confidence: 99%

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics

Bonti¹,

Kamari²,

Sofologi³

et al. 2021

Preprint

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SLI and SLD constitute two autonomous neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature, which has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. 200 Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12-16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odd ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.

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“…DLD affects several linguistic levels and processes, such as morphosyntax (Conti-Ramsden et al, 2001), phonological processing (Montgomery and Windsor, 2007;Claessen et al, 2013;Aguilar-Mediavilla et al, 2014), reading (Bishop and Snowling, 2004;Pennington and Bishop, 2009) and writing (Graham et al, 2020), as well as cognitive skills as processing speed (Miller et al, 2001), auditory attention (Ebert et al, 2019), executive functioning (Pauls and Archibald, 2016), and working memory (Ghandour et al, 2018). Moreover, there are alterations related to behavior and emotional regulation transcending past childhood (Conti-Ramsden et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Reading and Oral Language Skills in Children With Developmental Language Disorder: Influence of Socioeconomic, Educational, and Family Variables

2021

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The Developmental Language Disorder (DLD) is a delay in language skills that cannot be explained by sensory or cognitive difficulties. Currently, there are limited studies that analyze how socioeconomic, educational, and family variables influence reading skills of Spanish-speaking children with DLD at school. This study identifies how oral language performance and reading skills of children with DLD are linked to socioeconomic, educational, and family factors. Oral language, phonological awareness and reading abilities were assessed in a sample of 15 children diagnosed with DLD and their controls by age and gender. Children's parents answered a Likert scale questionnaire inquiring about some aspects related to the family's socioeconomic status, mothers' educational level, family support, academic average, and repetition of school years of the participants. The results indicate that children with DLD have a lower performance in phonological awareness tasks as well as in reading abilities. There is also a direct relationship between their performance in language and reading skills and variables as mother's educational level and family support. Likewise, children in the sample have a lower academic average as well as a higher school year repetition rate interfering in their academic life. Educational implications of these findings and a discussion on possible causality axes and protective factors that contributes to support this population are presented.

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Associated comorbidities of specific language impairment

Cited by 7 publications

References 3 publications

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics

Reading and Oral Language Skills in Children With Developmental Language Disorder: Influence of Socioeconomic, Educational, and Family Variables

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