Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia
Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental Dyslexia
复制标题
DOI：
10.1177/0022219420904348
复制
发表时间：
2020-02-06
影响因子：
3
通讯作者：
Earle, F. Sayako
中科院分区：
文献类型：
--
作者：
Del Tufo, Stephanie N.;Earle, F. Sayako
发育性语言障碍（DLD）和发育性阅读障碍（DD）是特殊学习障碍（SLDs;精神障碍诊断和统计手册[5th ed.; DSM-5]）。然而，关于DLD和/或DD成人在大学所面临的独特挑战的信息很少。本报告的目的是描述有荒漠化土地退化和/或荒漠化病史的大学生的相对优势和挑战，因为这一信息对于提供适当的机构支持至关重要。我们使用标准化和研究验证的阅读、口语、非语言认知和自我报告的儿童诊断史测量方法，检查了352名大学生（年龄18-35岁）的认知技能概况。我们根据DLD和DD成人所描述的程序将大学生分类为患有DLD（n = 50）和/或DD（n = 40），或典型发育的成年人（n = 132）。结构方程模型确定的认知，语言和阅读措施预测的分类组。成人DLD表现出较差的语言工作记忆和快速水平的阅读。成年人与DD主要表现出赤字的语音为基础的技能。这些结果表明，成人DLD和/或DD继续面临类似的挑战，因为他们在童年时期，因此可能会受益于差异化的目标住宿在大学。
Developmental language disorder (DLD) and developmental dyslexia (DD) are two prevalent subtypes of Specific Learning Disabilities (SLDs; Diagnostic and Statistical Manual of Mental Disorders [5th ed.; DSM-5]). Yet, little information is available regarding the distinct challenges faced by adults with DLD and/or DD in college. The purpose of the present report is to characterize the relative strengths and challenges of college students with a history of DLD and/or DD, as this information is critical for providing appropriate institutional support. We examined the cognitive skill profiles of 352 college students (ages 18-35 years), using standardized and research-validated measures of reading, spoken language, nonverbal cognition, and self-reported childhood diagnostic history. We classified college students as having DLD (n = 50), and/or DD (n = 40), or as typically developed adults (n = 132) according to procedures described for adults with DLD and DD. A structural equation model determined the cognitive, language, and reading measures predicted by the classification group. Adults with DLD demonstrated poor verbal working memory and speeded sentence-level reading. Adults with DD primarily demonstrated deficits in phonology-based skills. These results indicate that adults with DLD and/or DD continue to face similar challenges as they did during childhood, and thus may benefit from differentially targeted accommodations in college.