“…Our data reveals that most of the items in which parents observed specific difficulties are mainly related to pragmatic skills, in line with other research (Bishop, Chan, Adams, Hartley & Weir, 2000;Craig, 1991;Ryder, Leinonen & Schulz, 2008;Ying, Carter y Stephenson, 2018), followed by morphosyntactic (Buiza, Rodríguez-Parra, González-Sánchez & Adrián, 2016;Ronderos, 2021) and semantic deficits (Peña, Bedore, Lugo-Neris y Albudoor, 2020;Sheng & McGregor, 2010). In addition, these results are in line with other research demonstrating the connection between language difficulties and reading and writing problems in school-age children with DLD (Bishop & Adams, 1990;Coloma et al, 2015;Earle y Del Tufo, 2021). This evolution is observed through the direct relationship between the persistence of language difficulties at school age and problems in learning to read, since students who progress in their language skills attain a better and more age-appropriate reading performance (Bishop & Adams, 1990;Catts et al, 2002;Doust et al, 2020).…”