Developmental language disorder and specific reading learning disability: The role of vocabulary and written comprehension (notice n° 714249)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01991cam a2200253 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250122191746.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Talli, Ioanna |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Developmental language disorder and specific reading learning disability: The role of vocabulary and written comprehension |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 24 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The article focuses on the particular features of linguistic deficits in children with developmental language disorder (DLD) and/or specific reading learning disability (SRLD). A first objective is to present the current state of knowledge on the role of vocabulary in DLD and SRLD. This has a double impact: on the one hand, on written comprehension, on the other hand, on the procedures for identifying written words. A second objective is to suggest that certain differences observed between children with DLD or SRLD stem from methodological choices. Thus, in studies on SRLD, the level of vocabulary is a control variable, intended not to differentiate the group of children with SRLD from that of the typical readers, and the evaluations then relate most often to the procedure’s identification of written words. On the other hand, it is the level of comprehension of oral language (from the word, to the sentence and to the text) that is at the center of studies on DLD. This suggests that vocabulary and written comprehension are relevant variables that should be taken into account in understanding these two disorders. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | specific reading learning disability |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | vocabulary |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | developmental language disorder |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | written comprehension |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | vocabulary |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | specific reading disorder |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | developmental language disorder |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | written comprehension |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Enfance | o 2 | 2 | 2022-05-02 | p. 233-253 | 0013-7545 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-enfance-2022-2-page-233?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-enfance-2022-2-page-233?lang=en&redirect-ssocas=7080</a> |
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