Title: On the “Specifics” of Specific Reading Disability and Specific Language Impairment
Abstract: Journal of Child Psychology and PsychiatryVolume 41, Issue 7 p. 869-874 Free Access On the “Specifics” of Specific Reading Disability and Specific Language Impairment G. M. McArthur, G. M. McArthur The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorJ. H. Hogben, J. H. Hogben The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorV. T. Edwards, V. T. Edwards The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorS. M. Heath, S. M. Heath The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorE. D. Mengler, E. D. Mengler The University of Western Australia, Nedlands, AustraliaSearch for more papers by this author G. M. McArthur, G. M. McArthur The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorJ. H. Hogben, J. H. Hogben The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorV. T. Edwards, V. T. Edwards The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorS. M. Heath, S. M. Heath The University of Western Australia, Nedlands, AustraliaSearch for more papers by this authorE. D. Mengler, E. D. Mengler The University of Western Australia, Nedlands, AustraliaSearch for more papers by this author First published: 29 August 2003 https://doi.org/10.1111/1469-7610.00674Citations: 323AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract The reading and oral language scores of 110 children with a specific reading disability (SRD) and 102 children with a specific language impairment (SLI) indicated that approximately 53% of children with an SRD and children with an SLI could be equally classified as having an SRD or an SLI, 55% of children with an SRD have impaired oral language, and 51% of children with an SLI have a reading disability. Finding that a large percentage of children can be equally classified as SRD or SLI has repercussions for the criteria used to define an SRD, for conceptualising subgroups of learning disability, and for estimates of the incidence of SRD. Further, it highlights the need for future studies to assess both the reading and oral language abilities of SRD and SLI participants to determine how specifically impaired and homogeneous samples really are. Citing Literature Volume41, Issue7October 2000Pages 869-874 RelatedInformation