ArticleFrontiers in psychology2021
Reading and Oral Language Skills in Children With Developmental Language Disorder: Influence of Socioeconomic, Educational, and Family Variables.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Effects of auditory training on children with developmental language disorder: a systematic review.Frontiers in human neuroscience · 2025Pooled it
- IQ Profiles in Bilingual Children With Developmental Language Disorder: The Role of Maternal Education.Journal of autism and developmental disorders · 2026Article
- Case-control accuracy study for TOY8 digital developmental screening tool for detecting delays among children aged 3-5 years.Frontiers in pediatrics · 2025Article
- Metalinguistic and Reading Skills in a Sample of Colombian Children with Attention Deficit Hyperactivity Disorder.Children (Basel, Switzerland) · 2024Article
- Maternal Gatekeeping in Children with Developmental Language Disorder.Psychiatry and clinical psychopharmacology · 2024Article
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Authors and funding
3 authors.
Funding
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Abstract
The Developmental Language Disorder (DLD) is a delay in language skills that cannot be explained by sensory or cognitive difficulties. Currently, there are limited studies that analyze how socioeconomic, educational, and family variables influence reading skills of Spanish-speaking children with DLD at school. This study identifies how oral language performance and reading skills of children with DLD are linked to socioeconomic, educational, and family factors. Oral language, phonological awareness and reading abilities were assessed in a sample of 15 children diagnosed with DLD and their controls by age and gender. Children's parents answered a Likert scale questionnaire inquiring about some aspects related to the family's socioeconomic status, mothers' educational level, family support, academic average, and repetition of school years of the participants. The results indicate that children with DLD have a lower performance in phonological awareness tasks as well as in reading abilities. There is also a direct relationship between their performance in language and reading skills and variables as mother's educational level and family support. Likewise, children in the sample have a lower academic average as well as a higher school year repetition rate interfering in their academic life. Educational implications of these findings and a discussion on possible causality axes and protective factors that contributes to support this population are presented.
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