Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model
2006/01/01 by Franck Ramus, Chloe R. Marshall, Chloë Marshall +5 · 387 citations
Arts and Humanities · Mathematics · Neuroscience · Psychology · #Architecture and Art History Studies #Biological theories of dyslexia #Cognition #Cognitive and developmental aspects of mathematical skills #Cognitive psychology #Communication disorder #Developmental dyslexia #Developmental psychology #Dyslexia #Historical Art and Architecture Studies #Historical Studies of Medieval Iberia #Language Development and Disorders #Language disorder #Language impairment #Linguistics #Neuroscience #Phonological Disorder #Phonology #Psychology #Reading (process) #Reading and Literacy Development #Specific language impairment
paper · pdf · doi:10.1093/brain/aws356
published in Brain 136(2), 630-645 (Oxford University Press)
openalex publication_date 2013/02/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/08/01
Abstract
An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed: the severity model, the additional deficit model and the component model. We address this issue by comparing children with specific language impairment only, those with dyslexia-only, those with specific language impairment and dyslexia and those with no impairment, using a broad test battery of language skills. We find that specific language impairment and dyslexia do not always co-occur, and that some children with specific language impairment do not have a phonological deficit. Using factor analysis, we find that language abilities across the four groups of children have at least three independent sources of variance: one for non-phonological language skills and two for distinct sets of phonological abilities (which we term phonological skills versus phonological representations). Furthermore, children with specific language impairment and dyslexia show partly distinct profiles of phonological deficit along these two dimensions. We conclude that a multiple-component model of language abilities best explains the relationship between specific language impairment and dyslexia and the different profiles of impairment that are observed.
Cited by
- Annual Research Review: The transdiagnostic revolution in neurodevelopmental disorders
- Speech perception problems in Chinese children with reading difficulties: Insights from acoustic context effects
- Oral language deficits in familial dyslexia: A meta-analysis and review.
- Academic performance of students with dyslexia in English as a foreign language: challenges extend beyond literacy to oral skills
- Attention-Deficit Hyperactivity Disorder and Learning Disabilities Modify Recovery and Sport Behavior Following Sport-Related Concussion
- Understanding Dyslexia in the Context of Developmental Language Disorders
- Phonological and speech motor abilities in children with childhood apraxia of speech
- A gradient-based preference for sonority markedness constraints in reading: evidence for intact phonological grammar in developmental dyslexia
- Differences in Cortical Surface Area in Developmental Language Disorder
- Phonological deficits in dyslexia impede lexical processing of spoken words: Linking behavioural and MEG data
- Language abilities in children and adolescents with DLD and ADHD: A scoping review
- The Influence of Spelling Ability on Vocabulary Choices When Writing for Children With Dyslexia
- Processing rhythm in speech and music: Shared mechanisms and implications for developmental speech and language disorders.
- Socioeconomic status, parent report of children’s early language skills, and late literacy skills: a long term follow-up study among Chinese children
- Threat-Triggering Instructions Modulate the Expression and Amplitude of the Phonological Deficit in Reading of Children With Developmental Dyslexia
- Maturation of speech-elicited event-related potentials from birth to 28 months: Typical development with minor effects of dyslexia risk
- Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
- Fast mapping short and long words: Examining the influence of phonological short-term memory and receptive vocabulary in children with developmental language disorder
- Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development
- Differences in Immediate and Delayed Suggestibility Among Children With Dyslexia and Controls
- Nonword repetition--a clinical marker for specific language impairment in Swedish associated with parents' language-related problems. [europepmc]
- Executive functions in developmental dyslexia. [europepmc]
- Language structures used by kindergartners with cochlear implants: relationship to phonological awareness, lexical knowledge and hearing loss. [europepmc]
- Lexical processing deficits in children with developmental language disorder: An event-related potentials study. [europepmc]
- Oral language deficits in familial dyslexia: A meta-analysis and review. [europepmc]
- The Nature of Verbal Short-Term Impairment in Dyslexia: The Importance of Serial Order. [europepmc]
- Lessons to be learned: how a comprehensive neurobiological framework of atypical reading development can inform educational practice. [europepmc]
- Language Problems and ADHD Symptoms: How Specific Are the Links? [europepmc]
- Neurobiological bases of reading disorder Part I: Etiological investigations. [europepmc]
- Low-level neural auditory discrimination dysfunctions in specific language impairment-A review on mismatch negativity findings. [europepmc]
- Remapping the cognitive and neural profiles of children who struggle at school. [europepmc]
- Understanding Dyslexia in the Context of Developmental Language Disorders. [europepmc]
- Protocol for a transdiagnostic study of children with problems of attention, learning and memory (CALM). [europepmc]
- Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder. [europepmc]
- Identifying Children at Risk for Developmental Language Disorder Using a Brief, Whole-Classroom Screen. [europepmc]
- Music Training Positively Influences the Preattentive Perception of Voice Onset Time in Children with Dyslexia: A Longitudinal Study. [europepmc]
- Working memory training involves learning new skills. [europepmc]
- Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension. [europepmc]
- Transdiagnostic associations across communication, cognitive, and behavioural problems in a developmentally at-risk population: a network approach. [europepmc]
- The Effectiveness of Interventions for Developmental Dyslexia: Rhythmic Reading Training Compared With Hemisphere-Specific Stimulation and Action Video Games. [europepmc]
- If we don't look, we won't see: Measuring language development to inform literacy instruction. [europepmc]
- Promoting Reading Achievement in Children With Developmental Language Disorders: What Can We Learn From Research on Specific Language Impairment and Dyslexia? [europepmc]
- Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts. [europepmc]
- Processing rhythm in speech and music: Shared mechanisms and implications for developmental speech and language disorders. [europepmc]
- Cognitive Dimensions of Learning in Children With Problems in Attention, Learning, and Memory. [europepmc]
Related