Can you spell dyslexia without SLI? Comparing the cognitive profiles of dyslexia and specific language impairment and their roles in learning. (June 2017)

• Record Type: Journal Article
• Authors: Alloway, Tracy Packiam; Tewolde, Furtuna; Skipper, Dakota; Hijar, David
• Is Part Of: Research in developmental disabilities. Volume 65(2017:Jun.)
• Page Start: 97
• Page End: 102
• Publication Date: 2017-06
• Subjects: Specific language impairment -- Dyslexia -- Working memory -- IQ -- Learning needs -- Academic attainment; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2017.04.013
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: Do those with specific language impairment and dyslexia display distinct cognitive profiles? All children were given standardized tests of working memory, IQ, and learning. Both children with dyslexia and SLI had poorer verbal working memory and IQ compared to controls. Visual IQ predicted spelling performance in those with dyslexia, while, verbal IQ skills predicted spelling in children with SLI. Nonverbal IQ scores predicted math performance in both the dyslexic and SLI groups. Abstract: The aim of the present study is to explore whether those with Specific Language Impairment (SLI) and dyslexia display distinct or overlapping cognitive profiles with respect to learning outcomes. In particular, we were interested in two key cognitive skills associated with academic performance – working memory and IQ. We recruited three groups of children – those with SLI, those with dyslexia, and a control group. All children were given standardized tests of working memory, IQ (vocabulary and matrix), spelling, and math. The pattern of results suggests that both children with dyslexia and SLI are characterized with poorer verbal working memory and IQ compared to controls, but preserved nonverbal cognitive skills. It appears that that these two disorder groups cannot be distinguished by the severity of their cognitive deficits. However, there was a differential pattern with respect to learning outcomes, where the children with dyslexia rely more on visual skills in spelling, while those with SLI use their relative strengths in vocabulary. These findings can have important implications for how intervention is tailored in the classroom, as disorder-specific support could yield important gains in learning.