Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis.

Area of Science:

• Speech and Language Pathology
• Educational Psychology
• Interprofessional Education

Background:

• Effective interprofessional practice hinges on shared terminology for clear communication.
• School professionals support children with developmental language disorder (DLD) and dyslexia, necessitating precise definitions.
• Existing research lacks comprehensive understanding of school professionals' definitions of DLD and dyslexia.

Purpose of the Study:

• To assess alignment between school professionals' definitions of DLD and dyslexia and established research definitions.
• To explore how various school professionals define language disorders.
• To investigate inter-professional agreement on definitions and correlations with knowledge.

Main Methods:

• A mixed-methods approach was employed.
• Summative content analysis of 304 definitions provided by school-based professionals.
• Exploration of the relationship between definitions and knowledge of disorder characteristics and best practices.

Main Results:

• Significant discrepancies were found between professional and research definitions of DLD and dyslexia.
• Prevalent misconceptions regarding DLD and dyslexia were identified among professionals.
• Variations in definition alignment with research existed across different professional groups.

Conclusions:

• The study underscores a critical need for standardized terminology among professionals and researchers.
• Enhanced shared understanding is vital for improving collaborative practices in schools.
• Addressing the research-to-practice gap requires bridging definitional differences in language disorders.