BACKGROUND Reading comprehension draws on both decoding and linguistic comprehension, and poor reading comprehension can be the consequence of a deficit in either of these skills. METHODS Using outcome data from the longitudinal Wellcome Language and Reading Project, we identified three groups of children at age 8 years: children with dyslexia (N = 21) who had deficits in decoding but not oral language, children with Developmental Language Disorder (DLD; N = 38) whose decoding skills were in the normal range, and children who met criteria for both dyslexia and DLD (N = 29). RESULTS All three groups had reading comprehension difficulties at the ages of 8 and 9 years relative to TD controls though those of the children with dyslexia were mild (relative to TD controls, d = 0.51 at age 8, d = 0.60 at age 8); while the most severe problems were found in the comorbid dyslexia + DLD group (d = 1.79 at age 8, d = 2.06 at age 9) those with DLD also had significant difficulties (d = 1.56 at age 8, d = 1.56 at age 9). CONCLUSIONS These findings confirm that children with dyslexia or DLD are at-risk for reading comprehension difficulties but for different reasons, because of weak decoding in the case of dyslexia or weak oral language skills in the case of DLD. Different forms of intervention are required for these groups of children, targeted to their particular area(s) of weakness.

中文翻译：

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阅读障碍和发育性语言障碍：对阅读理解有明显影响的共病。

背景阅读理解需要解码和语言理解，而阅读理解差可能是这些技能中的任何一个不足的结果。方法 使用纵向 Wellcome 语言和阅读项目的结果数据，我们确定了三组 8 岁儿童：有阅读障碍的儿童（N = 21），他们在解码但没有口语方面有缺陷，有发育性语言障碍（DLD； N = 38) 的解码能力在正常范围内的儿童，以及同时符合阅读障碍和 DLD 标准的儿童 (N = 29)。结果 与 TD 对照组相比，所有三组在 8 岁和 9 岁时都有阅读理解困难，尽管阅读障碍儿童的情况较轻（相对于 TD 对照组，8 岁时 d = 0.51，8 岁时 d = 0.60）；虽然在共病阅读障碍 + DLD 组中发现了最严重的问题（8 岁时 d = 1.79，9 岁时 d = 2.06），但患有 DLD 的人也有显着困难（8 岁时 d = 1.56，9 岁时 d = 1.56 ）。结论 这些研究结果证实，患有阅读障碍或 DLD 的儿童有阅读理解困难的风险，但原因不同，因为阅读障碍的解码能力较弱或 DLD 的口语技能较弱。这些儿童群体需要针对他们特定的弱点进行不同形式的干预。结论 这些研究结果证实，患有阅读障碍或 DLD 的儿童有阅读理解困难的风险，但原因不同，因为阅读障碍的解码能力较弱或 DLD 的口语技能较弱。这些儿童群体需要针对他们特定的弱点进行不同形式的干预。结论 这些研究结果证实，患有阅读障碍或 DLD 的儿童有阅读理解困难的风险，但原因不同，因为阅读障碍的解码能力较弱或 DLD 的口语技能较弱。这些儿童群体需要针对他们特定的弱点进行不同形式的干预。