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Performance in decoding and writing of children with Developmental Language Disorder: preliminary data.

Aparecido José Couto Soares1, Gabriele Hilário Cardoso Santos2, Débora Maria Befi-Lopes2

  • 1Departamento de Fonoaudiologia da Universidade Federal de São Paulo - UNIFESP - São Paulo (SP), Brasil.

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Summary

Children with Developmental Language Disorder (DLD) exhibit slower word decoding and more spelling errors, impacting written language acquisition. This study highlights key challenges faced by these children.

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Area of Science:

  • Child language development
  • Neurodevelopmental disorders
  • Written language acquisition

Background:

  • Developmental Language Disorder (DLD) affects language skills crucial for academic success.
  • Understanding DLD's impact on literacy is vital for targeted interventions.
  • Written language acquisition involves complex decoding and spelling processes.

Purpose of the Study:

  • To assess the decoding and writing performance in children with DLD.
  • To identify specific manifestations of DLD in written language tasks.
  • To elucidate the process of written language acquisition in DLD.

Main Methods:

  • Comparative study involving 80 children (16 with DLD, 64 controls).
  • Evaluated word and pseudoword decoding speed and accuracy.
  • Analyzed spelling errors in the DLD group.

Main Results:

  • Children with DLD demonstrated significantly longer decoding times.
  • The DLD group exhibited a lower percentage of correct answers in decoding.
  • Arbitrary spelling errors were predominant in children with DLD.

Conclusions:

  • Children with DLD face challenges in decoding speed and accuracy compared to peers.
  • DLD is associated with specific patterns of spelling errors, particularly in natural orthography.
  • Findings underscore the need for specialized support in literacy for children with DLD.