University of South Carolina, Columbia.
J Speech Lang Hear Res. 2020 Oct 16;63(10):3277-3292. doi: 10.1044/2020_JSLHR-20-00118.
Purpose Specific language impairment (SLI; see also developmental language disorder) and dyslexia are separate, yet frequently co-occurring disorders that confer risks to reading comprehension and academic achievement. Until recently, most studies of one disorder had little consideration of the other, and each disorder was addressed by different practitioners. However, understanding how the two disorders relate to each other is important for advancing theories about each disorder and improving reading comprehension and academic achievement. The purpose of this clinical focus article is to integrate research on SLI and dyslexia as well as advocate for the consideration of comorbidities in future research and clinical practice. Method The first section reviews definitions as well as inclusionary and exclusionary criteria for SLI and dyslexia. The second section reviews research demonstrating that SLI and dyslexia are different disorders that often co-occur. Studies examining language, working memory, and academic achievement in children with separate versus co-occurring SLI and dyslexia are reviewed. The final section compares and contrasts school identification frameworks for children with SLI and dyslexia and considers the potential benefits of incorporating broad language skills into response to intervention (RTI) assessment frameworks. Conclusions Children with weak language skills are at a high risk of experiencing reading problems, but language difficulties are often hidden from view. Directly addressing language skills within school RTI frameworks can help improve the identification and treatment of children with SLI and dyslexia as well as support improved reading comprehension and academic achievement for all students. Presentation Video https://doi.org/10.23641/asha.13063793.
目的 特定语言障碍（SLI；另见发育性语言障碍）和诵读困难是两种独立但经常同时发生的障碍，会给阅读理解和学业成绩带来风险。直到最近，大多数对一种障碍的研究很少考虑另一种障碍，而且每种障碍都由不同的从业者处理。然而，了解这两种障碍之间的关系对于推进关于每种障碍的理论以及提高阅读理解和学业成绩非常重要。本临床重点文章的目的是整合 SLI 和诵读困难的研究，并主张在未来的研究和临床实践中考虑共病。方法 第一节回顾了 SLI 和诵读困难的定义以及纳入和排除标准。第二节回顾了研究表明 SLI 和诵读困难是不同的障碍，经常同时发生。审查了研究儿童单独和共同发生 SLI 和诵读困难时的语言、工作记忆和学业成绩。最后一节比较和对比了 SLI 和诵读困难儿童的学校识别框架，并考虑了将广泛的语言技能纳入反应干预 (RTI) 评估框架的潜在好处。结论 语言能力较弱的儿童患阅读问题的风险很高，但语言困难往往隐藏起来。在学校 RTI 框架内直接解决语言技能问题，可以帮助提高对 SLI 和诵读困难儿童的识别和治疗，并支持所有学生阅读理解和学业成绩的提高。演示视频 https://doi.org/10.23641/asha.13063793.
