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Related Experiment Video

Updated: Jan 16, 2026

Assessing Dyslexia at Six Year of Age

Assessing Dyslexia at Six Year of Age

Published on: May 1, 2020

Developmental Language Disorder and Risk of Dyslexia-Can They Be Told Apart?

Aliki Chalikia¹, Asimina M Ralli², Faye Antoniou¹

¹Department of Educational Studies, National and Kapodistrian University of Athens, 15772 Athens, Greece.

Behavioral Sciences (Basel, Switzerland)

|September 27, 2025

Summary

This summary is machine-generated.

Children with Developmental Language Disorder (DLD) and those at Risk of Dyslexia (RfD) show significant challenges in language and literacy skills compared to typically developing peers. DLD impacts oral language, while RfD affects decoding and phonological awareness.

Keywords:

Dyslexia developmental language disorder phonological processing verbal working memory

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Area of Science:

Child Development
Neuroscience
Linguistics

Background:

Developmental Language Disorder (DLD) and Dyslexia frequently co-occur, impacting phonological processing and verbal working memory.
Existing research often lacks systematic assessment of all oral language subsystems in early literacy stages.

Purpose of the Study:

To investigate differences and similarities in phonological processing, verbal working memory, oral language, and word decoding among children with DLD, at Risk of Dyslexia (RfD), and typically developing (TD) children.
To identify performance patterns across these groups and explore correlations between phonological/VWM skills and oral language/word decoding.

Main Methods:

Comparative study involving 45 first graders (mean age 6.8), divided equally into DLD, RfD, and TD groups.
Assessment of phonological processing (implicit/explicit phonological awareness, VSTM, RAN), VWM, oral language, and word decoding.

Main Results:

Both DLD and RfD groups performed significantly worse than the TD group across most measures.
DLD children exhibited notable oral language and VSTM deficits.
RfD children primarily struggled with word decoding and explicit phonological awareness, with group-specific correlations observed.

Conclusions:

Findings highlight distinct yet overlapping difficulties in DLD and RfD, informing theoretical models of their relationship.
Early identification and targeted interventions for specific deficits in oral language and phonological processing are crucial for children with DLD and Dyslexia risk.