Distinguishing DD from SLI. Language profiles of Italian dyslexic children with and without specific language impairment

• Autores: Emanuele Casani
• Localización: Pragmalinguistica, ISSN 1133-682X, Nº Extra 2, 2020 (Ejemplar dedicado a: Investigación en Lingüística Clínica), págs. 45-69
• Idioma: inglés
• DOI: 10.25267/pragmalinguistica.2020.iextra2.03
• Títulos paralelos:
  • Distinguer la dd du tsl. Profils linguistiques d'Enfants italiens dyslexiques avec ou sans troubles specifiques du langage
  • Distinguir la dd del sli. Perfiles lingüísticos de niños disléxicos italianos con y sin trastorno específico del lenguaje
• Enlaces
  • Texto completo
• Resumen
  • español

    Aunque la Dislexia del Desarrollo (DD) y el Trastorno Específico del Lenguaje (TEL) son dos tras-tornos distintos, los niños con DD y los niños con TEL pueden mostrar dificultades similares en las habilidades orales y escritas, lo que puede dificultar un diagnóstico definido. Este estudio explora la lectura y sus relaciones con algunas habilidades susceptibles (denominación rápida, comprensión sintáctica y producción sin-táctica) en una muestra de niños italianos disléxicos con presencia y ausencia del TEL, con el fin de investigar posibles patrones distintivos para los diferentes perfiles de trastorno. Los niños disléxicos con y sin TEL muestran rendimientos de lectura similares, pero difieren en que los niños con TEL tienen deficiencias adicionales de denominación rápida y de producción de pronombres clíticos. Algunos patrones de error típicos emergen en la denominación rápida cuando se trata de niños con TEL y algunas estrategias de compensación típicas emergen en la producción de pronombres clíticos por parte de los niños con TEL y también en niños disléxicos más pequeños. La cantidad y la calidad de las correlaciones entre la lectura y otras habilidades son proporcionales a la severidad de los trastornos. Se sugiere finalmente el uso de una prueba de lectura ad hoc, así como una posible implementación de la prueba de comprensión sintáctica

  • English

    Although Developmental Dyslexia (DD) and Specific LanguageImpairment (SLI) are two distinct disorders, DD and SLI children can show comparable difficulties with written and oral skills which may make a definite diagnosis difficult. This study explores reading and its relations with some sensitive skills (rapid naming, syntactic comprehension,and syntactic production) in a sample of Italian DD children with and without SLI to investigate possible distinctive patterns for different disorder pro-files. DD children with and without SLI show comparable reading performances but differ in that SLI children have additional naming and clitic production deficits. Typical error patterns emerge for rapid naming by SLI children and typical compensation strategies for clitic production by SLI and younger DD children. Quantity and quality of correlations between reading and other skills are proportional to the severity of the impairment. The use of an ad hocreading test,as well as a possible implementation of the syntactic comprehension test,is suggested

  • français

    La Dyslexie Développementale (DD) et le Trouble Spécifique du Langage (TSL) sont deux troubles distincts, pourtant les enfants DD et TSL peuvent présenter des difficultés comparables au niveau de leurs compétences écrites et orales, ce qui peut rendre difficile la pose de diagnostic. Cette étude explore la lecture et ses relations avec certaines compétences à risque (dénomination rapide, compréhension et production syntaxiques) chez un échantillon d'enfants DD italiens avec ou sans TSL, afin de rechercher d'éventuels schémas distinctifs pour les différents profils de troubles. Les enfants DD avec et sans TSL affichent des performances en lecture comparables, mais diffèrent en ce que les enfants TSL présentent des déficits au niveau de la dénomination rapide et de la production de pronoms clitiques. Des patterns d'erreur typiques apparaissent dans la dénomination rapide chez les enfants avec TSL et des stratégies de compensation typiques pour la production de pronoms clitiques chez les enfants avec TSL et les DD plus jeunes. La nature et le nombre de corrélations entre les performances de lecture et les autres compétences sont proportionnels à la gravité du déficit. L'utilisation d'un test de lecture ad hoc ainsi qu’une implémentation possible du test de compréhension syntaxique sont suggérées

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