ArticleAnnals of dyslexia2013
Spelling well despite developmental language disorder: what makes it possible?
Article in Annals of dyslexia, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed, 19 citations in OpenAlex.
- Associations Between Language, Speech Sound, and Learning Disorders.Brain sciences · 2026Article
- Action Video Games Enhance Attentional Control and Phonological Decoding in Children with Developmental Dyslexia.Brain sciences · 2021Article
- Common variation within the SETBP1 gene is associated with reading-related skills and patterns of functional neural activation.Neuropsychologia · 2019Article
- Behind the Scenes of Developmental Language Disorder: Time to Call Neuropsychology Back on Stage.Frontiers in human neuroscience · 2018Review
- Lexical processing deficits in children with developmental language disorder: An event-related potentials study.Development and psychopathology · 2015Article
- Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder.Developmental neuropsychology · 2014Article
- Improving the Measures of Phonological Ability in the Russian Language: IRT and CART Modeling Application.Reading research quarterlyArticle
Corrections and comments
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Authors and funding
4 authors at 3 institutions in 3 countries.
Funding
Abstract
The goal of the study was to investigate the overlap between developmental language disorder (DLD) and developmental dyslexia, identified through spelling difficulties (SD), in Russian-speaking children. In particular, we studied the role of phoneme awareness (PA), rapid automatized naming (RAN), pseudoword repetition (PWR), morphological (MA), and orthographic awareness (OA) in differentiating between children with DLD who have SD from children with DLD who are average spellers by comparing the two groups to each other, to typically developing children as well as children with SD but without spoken language deficits. One hundred forty-nine children, aged 10.40 to 14.00 years, participated in the study. The results indicated that the SD, DLD, and DLD/SD groups did not differ from each other on PA and RAN Letters and underperformed in comparison to the control groups. However, whereas the children with written language deficits (SD and DLD/SD groups) underperformed on RAN Objects and Digits, PWR, OA, and MA, the children with DLD and no SD performed similarly to the children from the control groups on these measures. In contrast, the two groups with spoken language deficits (DLD and DLD/SD) underperformed on RAN Colors in comparison to the control groups and the group of children with SD only. The results support the notion that those children with DLD who have unimpaired PWR and RAN skills are able to overcome their weaknesses in spoken language and PA and acquire basic literacy on a par with their age peers with typical language. We also argue that our findings support a multifactorial model of DLD.
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Registered trials
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