ArticleAnnals of dyslexia2021
Literacy-supporting skills in college students with specific reading comprehension deficit and developmental language disorder.
Article in Annals of dyslexia, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed, 13 citations in OpenAlex.
- On the Linguistic and Cognitive Factors that Predict Reading Abilities Among Arabic-Speaking University Students.Journal of psycholinguistic research · 2026Article
- Phonological processing, oral language abilities, and reading comprehension in children with cochlear implants.Scientific reports · 2026Article
- Speech-sound memory consolidation over a daytime nap in adults with and without developmental language disorder.Frontiers in behavioral neuroscience · 2026Article
- Memory Consolidation in Adults With and Without Developmental Language Disorder and Dyslexia.International journal for research in learning disabilities · 2026Article
- Structural Brain Correlates of Poor Reading Comprehension.Neurobiology of language (Cambridge, Mass.) · 2026Article
- Comparing Disclosure and Supports used by Higher-Education Students with Neurodivergent or Mental Health Conditions.Autism in adulthood · 2025Article
- Overnight consolidation of speech sounds predicts decoding ability in skilled adult readers.Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading · 2022Article
- Declarative Memory Predicts Phonological Processing Abilities in Adulthood.Frontiers in psychology · 2021Article
- Reading Comprehension Predictors in European Portuguese Adults.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
2 authors at 1 institution in 1 country.
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Abstract
Specific reading comprehension deficit (S-RCD) and developmental language disorder (DLD) are both commonly occurring developmental disorders of language. The ways in which these disorders do and do not overlap during childhood are a matter of debate (Nation & Norbury, 2005). Moreover, in both populations, the challenges faced by individuals in adulthood are understudied. Here, we combined data across cohorts of college students, and classified individuals with only S-RCD (n = 20), only DLD (n = 55), and co-occurring S-RCD and DLD (n = 13). Individuals with good language and reading skills, who matched those with S-RCD on decoding, comprised our typical language and reading group (TD; n = 20). Beyond the measures used for classification, group-level differences were identified in sentence-level reading fluency, phonological processing, verbal working memory, and rapid automatized naming. We found that skill profiles differed across groups; however, we found no evidence of weaknesses beyond the core deficit in reading comprehension observed in those with only S-RCD. In contrast, when S-RCD co-occurs with DLD, weaknesses are observed in phonological processing, as well as reading fluency and verbal working memory. These findings suggest that some adults with S-RCD have co-occurring DLD as a core weakness. These findings, as well as differences between individuals with S-RCD and DLD, are further discussed.
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