Skill Profiles of College Students with a History of Developmental Language Disorder and Developmental Dyslexia

Autor/inn/en	Del Tufo, Stephanie N.; Earle, F. Sayako
Titel	Skill Profiles of College Students with a History of Developmental Language Disorder and Developmental Dyslexia
Quelle	In: Journal of Learning Disabilities, 53 (2020) 3, S.228-240 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Del Tufo, Stephanie N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219420904348
Schlagwörter	College Students; Developmental Disabilities; Dyslexia; Learning Disabilities; Young Adults; Academic Accommodations (Disabilities); Thinking Skills; Reading Comprehension; Short Term Memory; Executive Function; Phonological Awareness; Nonverbal Ability; Intelligence Quotient; Reading Tests; Naming; Achievement Tests; Intelligence Tests; Repetition; Reading Fluency; Students with Disabilities; Connecticut; Woodcock Reading Mastery Test; Woodcock Johnson Tests of Achievement; Wechsler Abbreviated Scale of Intelligence; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Collegestudent; Entwicklungsstörung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Learning handicap; Lernbehinderung; Young adult; Junger Erwachsener; Denkfähigkeit; Leseverstehen; Kurzzeitgedächtnis; Intelligenzquotient; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Wiederholung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; "Diagnostic and Statistical Manual of Mental Disorders" [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The purpose of the present report is to characterize the relative strengths and challenges of college students with a history of DLD and/or DD, as this information is critical for providing appropriate institutional support. We examined the cognitive skill profiles of 352 college students (ages 18-35 years), using standardized and research-validated measures of reading, spoken language, nonverbal cognition, and self-reported childhood diagnostic history. We classified college students as having DLD (n = 50), and/or DD (n = 40), or as typically developed adults (n = 132) according to procedures described for adults with DLD and DD. A structural equation model determined the cognitive, language, and reading measures predicted by the classification group. Adults with DLD demonstrated poor verbal working memory and speeded sentence-level reading. Adults with DD primarily demonstrated deficits in phonology-based skills. These results indicate that adults with DLD and/or DD continue to face similar challenges as they did during childhood, and thus may benefit from differentially targeted accommodations in college. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01