Literacy-Supporting Skills in College Students with Specific Reading Comprehension Deficit and Developmental Language Disorder

Autor/inn/en	Earle, F. Sayako; Del Tufo, Stephanie N.
Titel	Literacy-Supporting Skills in College Students with Specific Reading Comprehension Deficit and Developmental Language Disorder
Quelle	In: Annals of Dyslexia, 71 (2021) 2, S.282-298 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Earle, F. Sayako) ORCID (Del Tufo, Stephanie N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-020-00211-z
Schlagwörter	Reading Difficulties; Reading Comprehension; Developmental Disabilities; Language Impairments; College Students; Reading Skills; Language Skills; Decoding (Reading); Reading Fluency; Phonological Awareness; Verbal Ability; Short Term Memory; Naming + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseverstehen; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Collegestudent; Reading skill; Lesefertigkeit; Language skill; Sprachkompetenz; Dekodierung; Mündliche Leistung; Kurzzeitgedächtnis
Abstract	Specific reading comprehension deficit (S-RCD) and developmental language disorder (DLD) are both commonly occurring developmental disorders of language. The ways in which these disorders do and do not overlap during childhood are a matter of debate (Nation & Norbury, 2005). Moreover, in both populations, the challenges faced by individuals in adulthood are understudied. Here, we combined data across cohorts of college students, and classified individuals with only S-RCD (n = 20), only DLD (n = 55), and co-occurring S-RCD and DLD (n = 13). Individuals with good language and reading skills, who matched those with S-RCD on decoding, comprised our typical language and reading group (TD; n = 20). Beyond the measures used for classification, group-level differences were identified in sentence-level reading fluency, phonological processing, verbal working memory, and rapid automatized naming. We found that skill profiles differed across groups; however, we found no evidence of weaknesses beyond the core deficit in reading comprehension observed in those with only S-RCD. In contrast, when S-RCD co-occurs with DLD, weaknesses are observed in phonological processing, as well as reading fluency and verbal working memory. These findings suggest that some adults with S-RCD have co-occurring DLD as a core weakness. These findings, as well as differences between individuals with S-RCD and DLD, are further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01