000			01991cam a2200253 4500500
005			20250122191746.0
041			_afre
042			_adc
100	1	0	_aTalli, Ioanna _eauthor
245	0	0	_aDevelopmental language disorder and specific reading learning disability: The role of vocabulary and written comprehension
260			_c2022.
500			_a24
520			_aThe 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			_aspecific reading learning disability
690			_avocabulary
690			_adevelopmental language disorder
690			_awritten comprehension
690			_avocabulary
690			_aspecific reading disorder
690			_adevelopmental language disorder
690			_awritten comprehension
786	0		_nEnfance | o 2 | 2 | 2022-05-02 | p. 233-253 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance-2022-2-page-233?lang=en&redirect-ssocas=7080
999			_c714249 _d714249