Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2022 Nov 4;9(11):1694.
doi: 10.3390/children9111694.

Reading Strategies for Children with Developmental Language Disorder

Gema De Las Heras  1 , Teresa Simón  2 , Ana B Domínguez  3 , Virginia González  3
Affiliations

Reading Strategies for Children with Developmental Language Disorder

Gema De Las Heras et al. Children (Basel). .

Abstract

Developmental language disorder (DLD) is considered a neurodevelopmental disorder that compromises language comprehension and/or expression and constitutes a risk factor for learning to read. The aim of the present study was to analyse the reading strategies used by students with DLD to read sentences. There is evidence in the literature that, when linguistic resources are insufficient, the keyword strategy (identifying some of the words in the sentence with their own semantic content, with barely no processing of the function words) is used to read sentences. A total of 31 primary and secondary school students diagnosed with DLD were evaluated using the PEALE battery. The results reveal that students with DLD present heterogeneous profiles that are below the established reading level for their age. In addition, children with DLD and better reading skills use the keyword strategy to read sentences. In conclusion, clinical and educational implications for reading intervention in individuals with DLD are discussed.

Keywords: developmental language disorder; keyword strategy; reading.

PubMed Disclaimer

Conflict of interest statement

The authors declare they have no conflict of interest. The funders played no role in designing, collecting analysing, or interpreting the data, or in drafting the manuscript or deciding to publish the findings.

Figures

Figure 1
Figure 1
Scores for performance on the KWS test (in %) according to age in months by group (typically developing, DLD-MRD, and DLD-SRD).
See this image and copyright information in PMC

Similar articles

See all similar articles

References

    1. Andreu L., Ahufinger N., Igualada A., Sanz-Torrent M. Descripción del cambio del TEL al TDL en contexto angloparlante. Rev. Investig. Logop. 2021;11:9–20. doi: 10.5209/rlog.70857. - DOI
    1. Bishop D.V.M., Snowling M.J. Developmental Dyslexia and Specific Language Impairment: Same or Different? Psychol. Bull. 2004;130:858–886. doi: 10.1037/0033-2909.130.6.858. - DOI - PubMed
    1. De la Calle A.M., Guzmán-Simón P.F., García-Jiménez P.E., Aguilar M. Precursors of Reading Performance and Double- and Triple-Deficit Risks in Spanish. J. Learn. Disabil. 2021;54:300–313. doi: 10.1177/0022219420979960. - DOI - PubMed
    1. Koutsoftas A.D., Srivastava P. Oral Language Contributions to Reading and Writing in Students with and without Language-Learning Disabilities. Exceptionality. 2020;28:380–392. doi: 10.1080/09362835.2020.1801435. - DOI
    1. Coloma C.J., Sotomayor C., Barbieri Z.D., Silva M. Comprensión lectora, habilidades lingüísticas y decodificación en escolares con TEL. Rev. Investig. Logop. 2015;5:1–17. doi: 10.5209/rlog.58617. - DOI

LinkOut - more resources