Developmental dyslexia and specific language impairment: same or different?

By Dorothy V. M. Bishop, M. Snowling. Psychological bulletin, 2004

1,379 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6d98c68cc3fd0f4948606befc58d575109a8b9f7

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Dyslexia and Specific Language Impairment: The Role of Phonology and Auditory Processing (2010, background): “In recent years there has been a growing interest in exploring the relationship between specific language impairment (SLI) and developmental dyslexia or specific reading disability (SRD; eg, Bishop & Snowling, 2004 ; Catts, Adlof, Hogan, & Weismer, 2005 ; Eisenmajer, Ross, & Pratt, 2005 ).”
Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill (2011, background): “Bishop and Snowling (2004 ) presented a model in which decoding ability is supported by phonological language skills, whereas comprehension is supported by nonphonological language skills.”
Family History, Self-Perceptions, Attitudes and Cognitive Abilities Are Associated with Early Adolescent Reading Skills. (2006, background): “The motivational consequences of reading self-concept are that children with more positive reading self perceptions will engage more in reading, invest greater effort, and will persist when difficulties arise in their reading (Baker & Wigfield, 1999; Bishop & Snowling, 2004; Obach, 2003).”
Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory (2009, background): “These results support the idea that nonphonological language processing is generally better in children with dyslexia than in children with oral LIs ( Bishop & Snowling, 2004 ).”
Writing through retellings: an exploratory study of language-impaired and dyslexic populations (2006, background): “As noted by Bishop and Snowling (2004), literacy is a complex interaction of semantic, syntactic, phonological and orthographic skills and varying deficits in these skills can produce different reading outcomes.”
Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, background): “…that developmental dyslexia and specific language impairment are points on a continuum of learning disorders rather than distinct disabilities (Kamhi & Catts, 1986; cf. Tallal, Allard, Miller, & Curtiss, 1997; but see Bishop & Snowling, 2004; Norbury, 2014; Reilly, Bishop, & Tomblin, 2014).”
Vocabulary Is Important for Some, but Not All Reading Skills (2007, positive): “Also, Bishop and Snowling (2004) proposed that the model should be extended to include the influence of grammar and discourse level context on reading.”
Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder (2017, background): “…of a possible earlier presence of a specific language impairment (SLI), which we did not consider; in fact, SLI and SLD have been sometimes considered as different manifestations of the same underlying problem, only differing in the severity or in the developmental stage (Bishop & Snowling, 2004).”
Do Language–Based Processing Tasks Separate Children with Language Impairment from Typical Bilinguals? (2006, background): “A robust literature indicates that children with LI are at signiﬁcant risk for concurrent and later difﬁculties with word identiﬁcation or text comprehension or both (e.g., Bishop & Snowling, 2004; Tomblin, Zhang, Buckwalter, & Catts, 2000; Vellutino, Fletcher, Snowling, & Scanlon, 2004).”
Constraints in the Production of Written Text in Children with Specific Language Impairments (2007, neutral): “These reading problems are not explained by phonological awareness problems alone (Bashir & Scavuzzo, 1992; Bishop & Snowling, 2004).”
Number skills and knowledge in children with specific language impairment (2005, background): “Second, previous research indicates that nonword repetition remains deficient in older children and adults whose early language impairment resolves itself (Bishop & Snowling, 2004).”