“…With some exceptions (e.g., Alt et al, 2017Alt et al, , 2019Kamhi et al, 1990;Malins et al, 2020), the comorbidity between DLD and dyslexia has been largely ignored in word learning studies, which complicates the understanding of word learning difficulties in each disorder. To our knowledge, there are only two prior studies that have examined the word learning abilities of children with DLD + dyslexia as compared to children with dyslexia with average language skills (dyslexia-only) and TD children (Alt et al, 2019;Malins et al, 2020). Alt et al (2019) taught second-grade children with DLD + dyslexia, dyslexia-only, and TD the pseudoword names and semantic features of novel objects in six games (i.e., conditions) that manipulated phonological or visuospatial features such as pseudoword length or visual similarity of the novel object referents.…”