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The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment

Annals of Dyslexia volume 67, pages 201–218 (2017)Cite this article

Abstract

This study aimed to (a) explore the roles of cognitive and language variables in predicting reading abilities of two groups of individuals with reading disabilities (i.e., dyslexia and specific language impairment) and (b) examine which variable(s) is the most predictive in differentiating two groups. Inclusion/exclusion criteria applied to categorize the two groups yielded a total of 63 participants (n = 44 for the dyslexia; n = 19 for the specific language impairment). A stepwise multiple regression approach was conducted to examine which cognitive and/or language variables made the largest contribution to reading abilities (i.e., Phonetic Decoding Efficiency, Word Attack, Sight Word Efficiency, and Passage Comprehension). Results revealed that there were significant differences in which measures of cognitive and language ability predicted individuals with dyslexia and speech and language impairments reading ability, showing that the cognitive and language variables underlying their difficulty with reading abilities were not the same across the two groups. A discriminant function analysis showed that a measure of Verbal Comprehension, Phonological Awareness, and Phonetic Decoding Efficiency can be used to differentiate the two groups. These findings support the tenet that dyslexia and specific language impairment are two subgroups of reading disabilities and that thorough diagnostic evaluations are needed to differentiate between these two subgroups. Distinctions of this nature are central to determining the type and intensity of language-based interventions.

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Authors and Affiliations

  1. College of Education, University of Massachusetts Amherst, S168 Furcolo Hall, Amherst, MA, 01003-9329, USA

    Alexandra A. Lauterbach

  2. University of Tennessee, A414 Bailey Education Complex, Knoxville, TN, 37996-3442, USA

    Yujeong Park

  3. University of Florida, 1406 Norman Hall, PO Box 117050, Gainesville, FL, 32611, USA

    Linda J. Lombardino

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  1. Alexandra A. Lauterbach
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  2. Yujeong Park
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  3. Linda J. Lombardino
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Correspondence to Alexandra A. Lauterbach.

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Lauterbach, A.A., Park, Y. & Lombardino, L.J. The roles of cognitive and language abilities in predicting decoding and reading comprehension: comparisons of dyslexia and specific language impairment. Ann. of Dyslexia 67, 201–218 (2017). https://doi.org/10.1007/s11881-016-0139-x

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  • DOI: https://doi.org/10.1007/s11881-016-0139-x

Keywords

  • Cognitive ability
  • Dyslexia
  • Reading disability
  • Specific language impairment