Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?
Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia?
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DOI：
10.1044/2020_jslhr-20-00118
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发表时间：
2020-10-16
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通讯作者：
Adlof SM
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作者：
Adlof SM
特殊语言障碍(SLI；另见发育性语言障碍)和阅读障碍是两个独立的、但经常并存的障碍，给阅读理解和学业成就带来风险。直到最近，大多数关于一种疾病的研究很少考虑另一种疾病，每种疾病都是由不同的从业者解决的。然而，了解这两种障碍是如何相互联系的，对于推进关于每一种障碍的理论，提高阅读理解和学业成绩都是重要的。这篇临床焦点文章的目的是整合关于SLI和阅读障碍的研究，并倡导在未来的研究和临床实践中考虑共病。第一部分回顾了SLI和阅读障碍的定义以及包容性和排除性标准。第二部分回顾了有关SLI和阅读障碍的研究，表明SLI和阅读障碍是经常同时发生的不同的障碍。对SLI和阅读障碍儿童的语言、工作记忆和学习成绩的研究进行了综述。最后一部分比较了SLI和阅读障碍儿童的学校识别框架，并考虑了将广泛的语言技能纳入干预反应(RTI)评估框架的潜在好处。语言能力较弱的儿童面临阅读问题的高风险，但语言困难往往被隐藏在视线之外。在学校RTI框架内直接解决语言技能问题可以帮助改善对SLI和阅读障碍儿童的识别和治疗，并有助于提高所有学生的阅读理解能力和学习成绩。Https://doi.org/10.23641/asha.13063793
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. 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. 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. https://doi.org/10.23641/asha.13063793