Are specific language impairment and dyslexia distinct disorders?

By H. Catts, Suzanne M. Adlof, Tiffany P. Hogan, S. Ellis Weismer. Journal of Speech, Language and Hearing Research, 2005

707 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/dac2d626971d2e42d2f3f711af6efa18d49df9df

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

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 ).”
Language deficits in poor comprehenders: a case for the simple view of reading. (2006, methodology): “ Catts et al. (2005) addressed this issueinmoredetailandshowedthatproblemsinnonword repetition are more closely related to decoding deficits, which can cooccur with language problems, than they are to language problems alone.”
Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory (2009, background): “Notably, we did not preclude children from the LI group based on concomitant reading impairments, given that doing so would have significantly limited the sample size and likely make the sample less comparable to previous studies (Catts et al., 2005; Goulandris, Snowling, & Walker, 2000; Joanisse et”
Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “It’s rare to see mention of “garden-variety” poor readers in the more recent literature, but children with co-occurring dyslexia and language impairment are typically plotted in quadrant C (Bishop & Snowling, 2004; Catts et al., 2005).”