| Specific language impaired (SLI) and specific reading disabled (SRD) children appear to show similar patterns of difficulty in the language functions that underlie literacy development. In this area, terminology varies across studies. Generically, the population of interest has a language learning disability (LLD). The overall goal of this study was to clarify the characteristics of children diagnosed with several labels in current use.;Forty students participated in this study. The students were enrolled at one of the two elementary schools in a public school district located in New Jersey. The participants (21 males and 19 females) were fourth and fifth graders, aged 9-11.11 years. The participants were tested using a battery of standardized measures compiled for the study, which assessed oral language, nonverbal IQ, reading, spelling, and written expression. Four groups were formed: specific language impaired (SLI), reading disabled (RD), specific language impaired with low reading performance (SLI-R), and typically developed (TD). Twelve (60%) of the LLD participants in this study were previously classified as language-learning disabled (LLD) by the school district's child study team (CST). Fifteen (75%) of the LLD participants were classified as specific language impaired (SLI). Two (10%) of the LLD participants were classified as reading disabled (RD). Three (15%) of the LLD participants were classified as specific language impaired with low reading performance (SLI-R).;The TD group scored significantly higher than the participants in the LLD group on all measures, indicating that developmental differences exist between the two groups. In spelling, the SLI and RD groups showed difficulty with letter/sound correspondence and orthography. The SLI group also showed difficulty with doubling rules. The RD group also showed difficulty with clusters. The SLI-R group showed difficulty with morphosyntax, verb tense, and analogy usage. In writing, all four groups showed difficulty with contextual conventions and contextual language. Language learning disabilities (LLDs) are heterogeneous in nature. Comprehensive screenings and/or assessments and ongoing monitoring in all areas of literacy are needed to provide appropriate intervention to this population. This study concludes with discussion of the clinical and educational implications of the results, specific district recommendations, and suggestions for future research. |
