McArthur G M, Hogben J H, Edwards V T, Heath S M, Mengler E D
The University of Western Australia, Nedlands, Australia.
J Child Psychol Psychiatry. 2000 Oct;41(7):869-74.
The reading and oral language scores of 110 children with a specific reading disability (SRD) and 102 children with a specific language impairment (SLI) indicated that approximately 53% of children with an SRD and children with an SLI could be equally classified as having an SRD or an SLI, 55% of children with an SRD have impaired oral language, and 51% of children with an SLI have a reading disability. Finding that a large percentage of children can be equally classified as SRD or SLI has repercussions for the criteria used to define an SRD, for conceptualising subgroups of learning disability, and for estimates of the incidence of SRD. Further, it highlights the need for future studies to assess both the reading and oral language abilities of SRD and SLI participants to determine how specifically impaired and homogeneous samples really are.
110名患有特定阅读障碍（SRD）的儿童和102名患有特定语言障碍（SLI）的儿童的阅读和口语分数表明，约53%患有SRD的儿童和患有SLI的儿童可被同等归类为患有SRD或SLI，55%患有SRD的儿童存在口语障碍，51%患有SLI的儿童存在阅读障碍。发现很大比例的儿童可被同等归类为SRD或SLI，这对用于定义SRD的标准、学习障碍亚组的概念化以及SRD发病率的估计都有影响。此外，这凸显了未来研究需要评估SRD和SLI参与者的阅读和口语能力，以确定受损样本的具体程度和同质性究竟如何。
