2019 ASHA Research Symposium: Suzanne M. Adlof, Reading Development and Reading Difficulties in Children with Specific Language Impairment
mediaposted on 2020-11-23, 18:39 authored by Suzanne M. Adlof
This presentation video is from the Research Symposium at the 2019 Annual Convention of the American Speech-Language-Hearing Association held in Orlando, FL.
The abstract for the accompanying article is below. This article is part of the JSLHR Forum: Advances in Specific Language Impairment Research & Intervention.
Purpose: Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice.
Method: The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks.
Conclusions: Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students.
Adlof, S. M. (2020). Promoting reading achievement in children with developmental language disorders: What can we learn from research on specific language impairment and dyslexia? Journal of Speech, Language, and Hearing Research, 63(10), 3277–3292. https://doi.org/10.1044/2020_JSLHR-20-00118
This article stems from the 2019 Research Symposium at ASHA Convention, which was supported by the National Institute on Deafness and Other Communication Disorders of the National Institutes of Health under Award R13DC003383. Research reported in this clinical focus article was supported by National Institute on Deafness and Other Communication Disorders Grants R03DC013399 and R01DC017156, awarded to the University of South Carolina (Principal Investigator: S. M. Adlof ).
Read the peer-reviewed publication
specific language impairmentSLIASHA Conventionchildrendevelopmental language disordersDLDdyslexiareadingpromotingco-occurringcomprehensionacademicachievementdisorderrelationclinical focusresearchcomorbidityclinicalpracticeinclusionexclusioncriterialanguageworking memoryschoolidentificationidentifyingframeworkresponse to interventionRTIassessmentskillstreatmentsupportstudentsimpairmentLanguageLinguistic Processes (incl. Speech Production and Comprehension)