Reading and Writing Skills in Developmental Language Disorder: Parental Perception

Abstract

Reading and writing skills appear as one of the most persistent difficulties that people with Developmental Language Disorder (DLD) present throughout their schooling. The objective of this study was to know the parents' perception of these deficits. The sample consisted of 45 families of children and adolescents with DLD. The participants were evaluated through the Celf 5 questionnaire for parents on linguistic competence that collects data on the following areas: listening, speaking, reading and writing. This study describes reading and writing data. The sample consisted of 45 families of children and adolescents with DLD. The results indicate that most of parents manifest problems in all reading areasv(especially reading comprehension) and writing (format and content) bareas, which influence their academic development. These data support the importance of working on Reading and writing skills in all educational stages. The perception of families is very similar to what the scientific literature affirms. In addition, these data highlight the importance of the work of families in the educational development of people with DLD.