Word Processing in Reading: Dyslexia Vs Developmental Language Disorder.
- Country : Spain
- Subject :
Keywords : Dyslexia, Developmental Language Disorder, Reading Process, Phonological Awareness, Rapid Automatized Naming, Reading Comprehension.
Abstract
This study compares the reading characteristics of individuals with Dyslexia and Developmental Language Disorder (DLD). Reading is a complex cognitive process requiring the integration of phonological, orthographic, and syntactic skills. While dyslexia is mainly associated with phonological processing deficits, DLD affects broader linguistic abilities, including vocabulary, grammar, and oral comprehension. The study assessed two groups—one with dyslexia (n=20) and another with DLD (n=12)—using the PROLEC-R reading battery and the King-Devick (K-D) eye movement test.
Results indicate that individuals with dyslexia exhibit greater difficulties in Rapid Automatized Naming (RAN) and ocular movements, leading to slower reading fluency. Conversely, the DLD group showed significant deficits in word recognition and decoding, likely due to pre-existing language impairments. Additionally, while both groups struggled with pseudoword reading, individuals with dyslexia tended to transform pseudowords into real words, whereas those with DLD displayed frequent letter omissions and substitutions.
Findings highlight the distinct yet overlapping reading difficulties in both disorders, suggesting a need for tailored intervention strategies. Enhancing oral language skills could benefit individuals with both dyslexia and DLD, improving their reading development. Future research should further investigate the cognitive underpinnings of these reading deficits to refine diagnostic and therapeutic approaches.
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