Bailey Katharine M, Im-Bolter Nancie
University of Alberta-Augustana, Camrose, Canada.
Trent University-Durham Greater Toronto Area, Oshawa, Ontario, Canada.
Learn Disabil Q. 2024 Oct 28;48(4):215-226. doi: 10.1177/07319487241288531. eCollection 2025 Nov.
Children with specific learning disorder (SLD) have poor academic skills, but they also experience difficulties with their peers, including an inability to recognize interpersonal conflict, infer emotion, and resolve social conflict. In addition, children with SLD are known to have problems with language. The importance of language to social cognition is well-established in research with children with typical and atypical development. Thus, we review literature that investigates language and social cognition in children with SLD compared with their peers. We also explore the link between language and social cognition in children with typical and atypical language development. Review of this literature suggests that the language deficits associated with SLD put children with SLD at a risk for deficits in social cognitive skill. The literature also points toward a critical need for early identification of SLD and research investigating social perspective taking in individuals with SLD across the lifespan. Last, we propose that clinicians should assess language before diagnosing and implementing intervention for the academic and social difficulties that children and adolescents with SLD experience.
患有特定学习障碍（SLD）的儿童学业技能较差，但他们在与同龄人交往时也会遇到困难，包括无法识别人际冲突、推断情绪和解决社会冲突。此外，已知患有特定学习障碍的儿童存在语言问题。在对发育正常和发育异常儿童的研究中，语言对社会认知的重要性已得到充分证实。因此，我们回顾了与同龄人相比，关于患有特定学习障碍儿童的语言和社会认知的研究文献。我们还探讨了发育正常和发育异常儿童语言与社会认知之间的联系。对这些文献的回顾表明，与特定学习障碍相关的语言缺陷使患有特定学习障碍的儿童面临社会认知技能缺陷的风险。文献还指出，迫切需要早期识别特定学习障碍，并开展研究，调查患有特定学习障碍的个体在其整个生命周期中的社会观点采择能力。最后，我们建议临床医生在诊断和干预患有特定学习障碍的儿童和青少年所经历的学业和社交困难之前，应先评估其语言能力。
