Characterizing the Overlap Between SLI and Dyslexia in Chinese: The Role of Phonology and Beyond

Anita M.‐Y. Wong · Joanna C. Kidd · Connie Suk‐Han Ho · Terry Kit-fong Au

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

This study examined the overlap of dyslexia and specific language impairment (SLI) in Cantonese-Chinese-speaking children. Thirty children with a prior diagnosis of SLI and 9 normal controls, aged between 6;0 and 11;3, participated. The children with SLI were tested for language impairment and dyslexia. Seven retained a diagnosis of SLI but were dyslexia-free (SLI-only), 13 received a comorbid diagnosis of dyslexia (SLI-D), and SLI had become history (SLI-H) in the other 10 children with no co-morbid diagnoses of dyslexia. The SLI-only group did worse on textual comprehension, but better on left-right reversal (an orthographic skill), than the SLI-D group. The SLI-only and the SLI-D group shared the same range of cognitive deficits relative to age norms and showed no difference in phonological processing. The SLI-D group did worse than the normal group on phonological representation, and both the SLI-only and the SLI-D group had difficulties with morphological awareness.

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References

2018Wechsler Intelligence Scale for Children 1987The nature of phonological processing and its causal role in the acquisition of reading skills.1983Categorizing sounds and learning to read—a causal connection 2014Children with Specific Language Impairment 1997Prevalence of Specific Language Impairment in Kindergarten Children 2003A definition of dyslexia 1997Children with Specific Language Impairment 1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities

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2015Perception of Native English Reduced Forms in Chinese Learners: Its Role in Listening Comprehension and Its Phonological Correlates 2011Diversity in Chinese Literacy Acquisition 2019Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development

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