Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development

Abstract

Purpose The purpose of our study was to test the hypotheses (a) that children with dyslexia have spoken word learning deficits primarily related to phonology and (b) that children with dyslexia and concomitant developmental language disorder (DLD) have word learning deficits related to both phonology and semantic processing when compared to peers with typical development (TD). Method Second-graders with dyslexia ( n = 82), concomitant dyslexia and DLD (dyslexia + DLD; n = 40), and TD ( n = 167) learned names and semantic features for cartoon monsters in 5 carefully controlled word learning tasks that varied phonological and semantic demands. The computer-based tasks were played in 6 different word learning games. We analyzed results using Bayesian statistics. Results In general, the dyslexia + DLD group showed lower accuracy on tasks compared to the dyslexia and TD groups. As predicted, word learning tasks that taxed phonology revealed deficits in the dyslexia group, although there were some exceptions related to visual complexity. Word learning deficits in the dyslexia + DLD group were present in tasks that taxed phonology, semantic processing, or both. Conclusions The dyslexia + DLD group demonstrated word learning deficits across the range of word learning tasks that tapped phonology and semantic processing, whereas the dyslexia group primarily struggled with the phonological aspects of word learning. Supplemental Material https://doi.org/10.23641/asha.9807929

Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords

“…In children and young adults, learning of words, as well as offline consolidation, have been associated with written and oral language skills (James, Gaskell, & Henderson, 2019; Landi et al., 2018). Furthermore, word learning difficulties have been observed in children with either reading disability (RD) (Alt, Gray, Hogan, Schlesinger, & Cowan, 2019; Alt et al., 2017; Kimppa, Shtyrov, Partanen, & Kujala, 2018) or developmental language disorder (DLD) 1 (Alt et al., 2019; Kan & Windsor, 2010), conditions that are characterized by impairments in reading (RD) or oral language skills (DLD) in the context of otherwise typical development. Yet, although RD and DLD are frequently comorbid (Pennington & Bishop, 2009), few studies have characterized how word learning deficits manifest in children with both RD and DLD (Alt et al., 2019).…”

“…Furthermore, word learning difficulties have been observed in children with either reading disability (RD) (Alt, Gray, Hogan, Schlesinger, & Cowan, 2019; Alt et al., 2017; Kimppa, Shtyrov, Partanen, & Kujala, 2018) or developmental language disorder (DLD) 1 (Alt et al., 2019; Kan & Windsor, 2010), conditions that are characterized by impairments in reading (RD) or oral language skills (DLD) in the context of otherwise typical development. Yet, although RD and DLD are frequently comorbid (Pennington & Bishop, 2009), few studies have characterized how word learning deficits manifest in children with both RD and DLD (Alt et al., 2019). A better understanding of this relationship is important, as RD and DLD are at least partially etiologically distinct (Bishop & Snowling, 2004; Catts, Adlof, Hogan, & Weismer, 2005; Pennington & Bishop, 2009; Ramus, Marshall, Rosen, & van der Lely, 2013), and their comorbid occurrence may confer elevated risk for word learning difficulties (Alt et al., 2019).…”

“…Yet, although RD and DLD are frequently comorbid (Pennington & Bishop, 2009), few studies have characterized how word learning deficits manifest in children with both RD and DLD (Alt et al., 2019). A better understanding of this relationship is important, as RD and DLD are at least partially etiologically distinct (Bishop & Snowling, 2004; Catts, Adlof, Hogan, & Weismer, 2005; Pennington & Bishop, 2009; Ramus, Marshall, Rosen, & van der Lely, 2013), and their comorbid occurrence may confer elevated risk for word learning difficulties (Alt et al., 2019).…”

“…As argued by Adlof and Hogan (2018), explicit comparison of children with either or both of these two disorders in the same study is important for elucidating the similarities and differences in word learning profiles for children with language and reading problems. To date, only one study of word learning has compared children with RD with children with comorbid RD and DLD (Alt et al., 2019). In this study, across a number of word learning tasks, children with RD showed deficits in phonological tasks compared to TD children, whereas children with RD and DLD showed difficulties in both phonological and semantic tasks (Alt et al., 2019).…”

“…To date, only one study of word learning has compared children with RD with children with comorbid RD and DLD (Alt et al., 2019). In this study, across a number of word learning tasks, children with RD showed deficits in phonological tasks compared to TD children, whereas children with RD and DLD showed difficulties in both phonological and semantic tasks (Alt et al., 2019). The current study builds on this recent work by examining verbal‐visual paired associate learning in children with typical development, children with RD, and children with comorbid RD and DLD.…”