Hostname: page-component-848d4c4894-wzw2p Total loading time: 0 Render date: 2024-05-16T00:57:41.176Z Has data issue: false hasContentIssue false
  • English
  • Français

On the “Specifics” of Specific Reading Disability and Specific Language Impairment

Published online by Cambridge University Press:  02 November 2000

G. M. McArthur ,
J. H. Hogben ,
V. T. Edwards ,
S. M. Heath  and
E. D. Mengler
G. M. McArthur
Affiliation:
The University of Western Australia, Nedlands, Australia
J. H. Hogben
Affiliation:
The University of Western Australia, Nedlands, Australia
V. T. Edwards
Affiliation:
The University of Western Australia, Nedlands, Australia
S. M. Heath
Affiliation:
The University of Western Australia, Nedlands, Australia
E. D. Mengler
Affiliation:
The University of Western Australia, Nedlands, Australia
Get access

Abstract

The reading and oral language scores of 110 children with a specific reading disability (SRD) and 102 children with a specific language impairment (SLI) indicated that approximately 53% of children with an SRD and children with an SLI could be equally classified as having an SRD or an SLI, 55% of children with an SRD have impaired oral language, and 51% of children with an SLI have a reading disability. Finding that a large percentage of children can be equally classified as SRD or SLI has repercussions for the criteria used to define an SRD, for conceptualising subgroups of learning disability, and for estimates of the incidence of SRD. Further, it highlights the need for future studies to assess both the reading and oral language abilities of SRD and SLI participants to determine how specifically impaired and homogeneous samples really are.

Keywords

Specific reading disabilityspecific language impairmentreadingoral language
Type
Research Article
Information
The Journal of Child Psychology and Psychiatry and Allied Disciplines , Volume 41 , Issue 7 , October 2000 , pp. 869 - 874
Copyright
© 2000 Association for Child Psychology and Psychiatry

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)