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On the “Specifics” of Specific Reading Disability and Specific Language Impairment
Article first published online: 29 AUG 2003
DOI: 10.1111/1469-7610.00674
2000 Association for Child Psychology and Psychiatry
1469-7610/asset/cover.gif?v=1&s=6173952e9a218cbf54031ee655bc3c4592cbc59c "Journal of Child Psychology and Psychiatry")
Additional Information
How to Cite
McArthur, G. M., Hogben, J. H., Edwards, V. T., Heath, S. M. and Mengler, E. D. (2000), On the “Specifics” of Specific Reading Disability and Specific Language Impairment. Journal of Child Psychology and Psychiatry, 41: 869–874. doi: 10.1111/1469-7610.00674
Publication History
- Issue published online: 29 AUG 2003
- Article first published online: 29 AUG 2003
- Abstract
- Cited By
Keywords:
- Specific reading disability;
- specific language impairment;
- reading;
- oral language
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.