Natalia Rakhlin|Cláudia Cardoso?Martins|Sergey A. Kornilov|Elena L. Grigorenko
Spelling well despite developmental language disorder: what makes it possible?
Yale University|Universidade Federal de Minas Gerais|Yale University|Yale University
goal study investigate overlap developmental language disorder dld developmental dyslexia identified spelling difficulties sd russianspeaking children particular studied role phoneme awareness pa rapid automatized naming ran pseudoword repetition pwr morphological orthographic awareness oa differentiating children dld sd children dld average spellers comparing two groups typically developing children well children sd without spoken language deficits one hundred fortynine children aged 1040 1400 years participated study results indicated sd dld dldsd groups differ pa ran letters underperformed comparison control groups however whereas children written language deficits sd dldsd groups underperformed ran objects digits pwr oa children dld sd performed similarly children control groups measures contrast two groups spoken language deficits dld dldsd underperformed ran colors comparison control groups group children sd results support notion children dld unimpaired pwr ran skills able overcome weaknesses spoken language pa acquire basic literacy par age peers typical language also argue findings support multifactorial model dld