ABSTRACT

Developmental Language Disorder (DLD) [Also referred to as Specific Language Impairment (SLI)] and dyslexia are neurodevelopmental disorders which show similar behavioral manifestations. In this study, between-group comparisons and frequency analysis were combined to investigate the relationship between DLD and dyslexia. European Portuguese children aged 7–10 years, with DLD (N = 7) or dyslexia (N = 11) were recruited and compared to age-matched typically developing (TD) children (N = 21) on phonological processing, language andf literacy measures. The between-group comparison revealed that for phonological processing, the clinical groups scored significantly below TD children on most tasks, yet the DLD group performed similarly to TD children for RAN speed and digit span. The clinical groups did not statistically differ in their phonological processing abilities. For language abilities, children with dyslexia did not differ from TD children, whilst children with DLD performed significantly below TD children on all measures and significantly below children with dyslexia for vocabulary. Finally, for literacy measures, there were no statistical differences between clinical groups which underperformed on all measures when compared to TD children. The frequency analysis showed that children with DLD exhibited a lower prevalence of RAN difficulties when compared to children with dyslexia, whilst children with DLD tended to show more frequent nonword repetition and phoneme deletion deficits. Additionally, whilst children with DLD consistently showed more prevalent language impairments, both clinical groups demonstrated similar prevalence rates of literacy deficits compared to TD children.

These findings lend support to the additional deficit model as children with DLD show more severe and prevalent language impairments than those with dyslexia, despite similar phonological and literacy difficulties.

抽象的

发育性语言障碍（DLD）[也称为特定语言障碍（SLI）]和诵读困难症是神经发育障碍，表现出相似的行为表现。在这项研究中，组间比较和频率分析相结合，以研究DLD和阅读障碍之间的关系。招募了7-10岁的欧洲葡萄牙儿童，他们患有DLD（N = 7）或诵读困难（N = 11），并在语音处理，语言和f素养测量方面与年龄相匹配的典型发育中（TD）儿童（N = 21）进行了比较。 。组间比较显示，对于语音处理，临床组在大多数任务上的得分均显着低于TD儿童，而DLD组在RAN速度和手指跨度方面的表现与TD儿童相似。临床组在语音处理能力上没有统计学差异。就语言能力而言，阅读障碍儿童与TD儿童没有区别，而DLD儿童在所有方面的表现均明显低于TD儿童，而词汇方面则明显低于TD障碍儿童。最后，就扫盲措施而言，各临床组之间没有统计学差异，与TD儿童相比，这些措施在所有措施上均表现不佳。频率分析显示，与阅读障碍儿童相比，DLD儿童表现出较低的RAN困难患病率，而DLD儿童则倾向于表现出更频繁的非单词重复和音素缺失缺陷。此外，尽管患有DLD的儿童始终表现出更多的普遍语言障碍，

这些发现为额外的缺陷模型提供了支持，因为尽管有类似的语音和读写困难，但患有DLD的儿童比患有阅读障碍的儿童表现出更为严重和普遍的语言障碍。