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Evaluation of Children with Developmental Language Disorder in Terms of Dyslexia

Yıl 2024, Cilt: 9 Sayı: 2, 332 - 344, 31.08.2024
https://doi.org/10.25279/sak.1138517

Öz

Introduction: Dyslexia is a special learning difficulty that causes problems in reading, writing, calculating and language skills despite having a normal intelligence level. Delay in language and speech development may be one of the earliest precursors of dyslexia. Aim: The aim of this study was to evaluate children with developmental language disorder in terms of dyslexia risk. Materials and Methods: A total of 20 children, 15 males and 5 females, participated in the study. The children's ages range from 48 to 72 months. Children with developmental language disorders were administered the Pre-school Dyslexia Symptoms Test (PDST) and were classified as "highly likely to have dyslexia", "likely to have dyslexia" and "not likely to have dyslexia". Results: The study shows that 8 participant children are "highly likely to have dyslexia," 9 are "likely to have dyslexia" and 3 are "not likely to have dyslexia". Conclusion: The findings indicate that children with developmental language disorders may at risk of dyslexia. For this reason, early support can be provided to children with developmental in the risk group by screening and evaluating language disorders in the pre-school period regarding their reading, writing and calculation skills.

Proje Numarası

1919B012114056

Kaynakça

  • Barry, J. G., Yasin, I., & Bishop, D. V. (2007). Heritable risk factors associated with language impairments. Genes, brain, and behavior, 6(1), 66–76. https://doi.org/10.1111/j.1601-183X.2006.00232.x
  • Bishop, D. V., & Hayiou-Thomas, M. E. (2008). Heritability of specific language impairment depends on diagnostic criteria. Genes, brain, and behavior, 7(3), 365–372. https://doi.org/10.1111/j.1601-183X.2007.00360.x
  • Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of child psychology and psychiatry, and allied disciplines, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721
  • Carrion-Castillo, A., Estruch, S. B., Maassen, B., Franke, B., Francks, C., & Fisher, S. E. (2021). Whole-genome sequencing identifies functional noncoding variation in SEMA3C that cosegregates with dyslexia in a multigenerational family. Human genetics, 140(8), 1183–1200. https://doi.org/10.1007/s00439-021-02289-w
  • Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders?. Journal of speech, language, and hearing research : JSLHR, 48(6), 1378–1396. https://doi.org/10.1044/1092-4388(2005/096)
  • Claessen, M., Leitão, S., Kane, R., & Williams, C. (2013). Phonological processing skills in specific language impairment. International journal of speech-language pathology, 15(5), 471–483. https://doi.org/10.3109/17549507.2012.753110
  • Coady J. A. (2013). Rapid naming by children with and without specific language impairment. Journal of speech, language, and hearing research : JSLHR, 56(2), 604–617. https://doi.org/10.1044/1092-4388(2012/10-0144)
  • Çözüm Disleksi. (2022, 25 Eylül) O-DIST. 25 Eylül 2022 tarihinde https://cozumdisleksi.com/odist-odmp/ ‘dan erişildi.
  • Dubois, P., St-Pierre, M. C., Desmarais, C., & Guay, F. (2020). Young Adults With Developmental Language Disorder: A Systematic Review of Education, Employment, and Independent Living Outcomes. Journal of speech, language, and hearing research : JSLHR, 63(11), 3786–3800. https://doi.org/10.1044/2020_JSLHR-20-00127
  • Ek, U., Norrelgen, F., Westerlund, J., Dahlman, A., Hultby, E., & Fernell, E. (2012). Teenage outcomes after speech and language impairment at preschool age. Neuropsychiatric disease and treatment, 8, 221–227. https://doi.org/10.2147/NDT.S30106
  • Farah, R., Ionta, S., & Horowitz-Kraus, T. (2021). Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Frontiers in psychology, 12, 708863. https://doi.org/10.3389/fpsyg.2021.708863
  • Giraud, A. L., & Ramus, F. (2013). Neurogenetics and auditory processing in developmental dyslexia. Current opinion in neurobiology, 23(1), 37–42. https://doi.org/10.1016/j.conb.2012.09.003
  • Helland, T., Jones, L. Ø., & Helland, W. (2017). Detecting Preschool Language Impairment and Risk of Developmental Dyslexia. Journal of Research in Childhood Education, 31(2), 295–311. https://doi.org/10.1080/02568543.2016.1274928
  • Horowitz, L., Westlund, K., & Ljungberg, T. (2007). Aggression and withdrawal related behavior within conflict management progression in preschool boys with language impairment. Child psychiatry and human development, 38(3), 237–253. https://doi.org/10.1007/s10578-007-0057-6
  • Li, X., Li, W., Liu, B., Zhang, J., Ma, J., Xie, C., Wu, J., & Jing, J. (2021). The Influence of Articulatory Suppression on Reading Among Chinese Children With Developmental Dyslexia: An Eye-Movement Study. Frontiers in pediatrics, 9, 758615. https://doi.org/10.3389/fped.2021.758615
  • Lorusso, M. L., Borasio, F., Da Rold, M., & Martinuzzi, A. (2021). Towards Consensus on Good Practices for the Use of New Technologies for Intervention and Support in Developmental Dyslexia: A Delphi Study Conducted among Italian Specialized Professionals. Children (Basel, Switzerland), 8(12), 1126. https://doi.org/10.3390/children8121126
  • Lorusso, M. L., Vernice, M., Dieterich, M., Brizzolara, D., Mariani, E., De Masi, S., D'Angelo, F., Lacorte, E., & Mele, A. (2014). The process and criteria for diagnosing specific learning disorders: indications from the Consensus Conference promoted by the Italian National Institute of Health. Annali dell'Istituto superiore di sanita, 50(1), 77–89. https://doi.org/10.4415/ANN_14_01_12
  • Marinellie, S. A., & Johnson, C. J. (2002). Definitional skill in school-age children with specific language impairment. Journal of communication disorders, 35(3), 241–259. https://doi.org/10.1016/s0021-9924(02)00056-4
  • Nagler, T., Zarić, J., Kachisi, F., Lindberg, S., & Ehm, J. H. (2021). Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN. Annals of dyslexia, 71(3), 458–482. https://doi.org/10.1007/s11881-021-00229-x
  • Oliveira, C. M., Vale, A. P., & Thomson, J. M. (2021). The relationship between developmental language disorder and dyslexia in European Portuguese school-aged children. Journal of clinical and experimental neuropsychology, 43(1), 46–65. https://doi.org/10.1080/13803395.2020.1870101
  • Ottosson, S., Schachinger Lorentzon, U., Kadesjö, B., Gillberg, C., & Miniscalco, C. (2022). Neurodevelopmental problems and quality of life in 6-year-olds with a history of developmental language disorder. Acta paediatrica (Oslo, Norway : 1992), 111(1), 115–122. https://doi.org/10.1111/apa.16104
  • Şahlı, A. S., & Belgin, E. (2017). Adaptation, validity, and reliability of the Preschool Language Scale-Fifth Edition (PLS-5) in the Turkish context: The Turkish Preschool Language Scale-5 (TPLS-5). International journal of pediatric otorhinolaryngology, 98, 143–149. https://doi.org/10.1016/j.ijporl.2017.05.003
  • Spanoudis, G. C., Papadopoulos, T. C., & Spyrou, S. (2019). Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?. Journal of learning disabilities, 52(1), 3–14. https://doi.org/10.1177/0022219418775111
  • Yang, L., Li, C., Li, X., Zhai, M., An, Q., Zhang, Y., Zhao, J., & Weng, X. (2022). Prevalence of Developmental Dyslexia in Primary School Children: A Systematic Review and Meta-Analysis. Brain sciences, 12(2), 240. https://doi.org/10.3390/brainsci12020240
  • Zubrick, S. R., Taylor, C. L., Rice, M. L., & Slegers, D. W. (2007). Late language emergence at 24 months: an epidemiological study of prevalence, predictors, and covariates. Journal of speech, language, and hearing research : JSLHR, 50(6), 1562–1592. https://doi.org/10.1044/1092-4388(2007/106)

Gelişimsel Dil Bozukluğu Olan Çocukların Disleksi Açısından Değerlendirilmesi

Yıl 2024, Cilt: 9 Sayı: 2, 332 - 344, 31.08.2024
https://doi.org/10.25279/sak.1138517

Öz

Giriş: Disleksi, normal bir zekâ düzeyine sahip olunmasına rağmen okuma, yazma, hesaplama ve dil becerilerinde sorunlara neden olan özel öğrenme güçlüğüdür. Dil ve konuşma gelişimindeki gecikme, disleksinin en erken habercilerinden biri olabilir. Amaç: Bu çalışmanın amacı, gelişimsel dil bozukluğu yaşayan çocukları disleksi riski açısından değerlendirmektir. Gereç ve Yöntem: Çalışmaya 15 erkek, 5 kız olmak üzere toplam 20 çocuk katılmıştır. Çocukların yaşları 48 – 72 ay arasında değişmektedir. Gelişimsel dil bozukluğu olan çocuklar Okul Öncesi Disleksi Belirtileri Testinden (O-DİST) geçirildi ve “disleksi olma olasılığı oldukça yüksek”, “disleksi olasılığı var” ve “disleksi olasılığı yok” şeklinde sınıflandırıldı. Bulgular: Çalışmamıza katılan 8 çocukta “disleksi görülme olasılığı oldukça yüksek”, 9 çocukta “disleksi görülme olasılığı var” ve 3 çocukta “disleksi görülme olasılığı yok” şeklinde bir sonuç elde edildi. Sonuç: Elde edilen bulgulara göre gelişimsel dil bozukluğu yaşayan çocukların disleksi açısından risk altında olabildikleri görülmektedir. Bundan dolayı okul öncesi dönemde gelişimsel dil bozukluğu yaşayan çocuklara okuma, yazma ve hesaplama becerileri ile ilgili destek sağlanması gerekebilir.

Destekleyen Kurum

2209-A Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı

Proje Numarası

1919B012114056

Teşekkür

Proje sürecindeki emeklerinden ve veri toplama sürecindeki desteklerinden dolayı İstanbul Atlas Üniversitesi Dil ve Konuşma Terapisi Bölümü lisans öğrencilerinden Dilan Binici, Zeynep Dicle Talay ve Gülçin Şener'e teşekkür ederiz.

Kaynakça

  • Barry, J. G., Yasin, I., & Bishop, D. V. (2007). Heritable risk factors associated with language impairments. Genes, brain, and behavior, 6(1), 66–76. https://doi.org/10.1111/j.1601-183X.2006.00232.x
  • Bishop, D. V., & Hayiou-Thomas, M. E. (2008). Heritability of specific language impairment depends on diagnostic criteria. Genes, brain, and behavior, 7(3), 365–372. https://doi.org/10.1111/j.1601-183X.2007.00360.x
  • Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & and the CATALISE-2 consortium (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of child psychology and psychiatry, and allied disciplines, 58(10), 1068–1080. https://doi.org/10.1111/jcpp.12721
  • Carrion-Castillo, A., Estruch, S. B., Maassen, B., Franke, B., Francks, C., & Fisher, S. E. (2021). Whole-genome sequencing identifies functional noncoding variation in SEMA3C that cosegregates with dyslexia in a multigenerational family. Human genetics, 140(8), 1183–1200. https://doi.org/10.1007/s00439-021-02289-w
  • Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders?. Journal of speech, language, and hearing research : JSLHR, 48(6), 1378–1396. https://doi.org/10.1044/1092-4388(2005/096)
  • Claessen, M., Leitão, S., Kane, R., & Williams, C. (2013). Phonological processing skills in specific language impairment. International journal of speech-language pathology, 15(5), 471–483. https://doi.org/10.3109/17549507.2012.753110
  • Coady J. A. (2013). Rapid naming by children with and without specific language impairment. Journal of speech, language, and hearing research : JSLHR, 56(2), 604–617. https://doi.org/10.1044/1092-4388(2012/10-0144)
  • Çözüm Disleksi. (2022, 25 Eylül) O-DIST. 25 Eylül 2022 tarihinde https://cozumdisleksi.com/odist-odmp/ ‘dan erişildi.
  • Dubois, P., St-Pierre, M. C., Desmarais, C., & Guay, F. (2020). Young Adults With Developmental Language Disorder: A Systematic Review of Education, Employment, and Independent Living Outcomes. Journal of speech, language, and hearing research : JSLHR, 63(11), 3786–3800. https://doi.org/10.1044/2020_JSLHR-20-00127
  • Ek, U., Norrelgen, F., Westerlund, J., Dahlman, A., Hultby, E., & Fernell, E. (2012). Teenage outcomes after speech and language impairment at preschool age. Neuropsychiatric disease and treatment, 8, 221–227. https://doi.org/10.2147/NDT.S30106
  • Farah, R., Ionta, S., & Horowitz-Kraus, T. (2021). Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Frontiers in psychology, 12, 708863. https://doi.org/10.3389/fpsyg.2021.708863
  • Giraud, A. L., & Ramus, F. (2013). Neurogenetics and auditory processing in developmental dyslexia. Current opinion in neurobiology, 23(1), 37–42. https://doi.org/10.1016/j.conb.2012.09.003
  • Helland, T., Jones, L. Ø., & Helland, W. (2017). Detecting Preschool Language Impairment and Risk of Developmental Dyslexia. Journal of Research in Childhood Education, 31(2), 295–311. https://doi.org/10.1080/02568543.2016.1274928
  • Horowitz, L., Westlund, K., & Ljungberg, T. (2007). Aggression and withdrawal related behavior within conflict management progression in preschool boys with language impairment. Child psychiatry and human development, 38(3), 237–253. https://doi.org/10.1007/s10578-007-0057-6
  • Li, X., Li, W., Liu, B., Zhang, J., Ma, J., Xie, C., Wu, J., & Jing, J. (2021). The Influence of Articulatory Suppression on Reading Among Chinese Children With Developmental Dyslexia: An Eye-Movement Study. Frontiers in pediatrics, 9, 758615. https://doi.org/10.3389/fped.2021.758615
  • Lorusso, M. L., Borasio, F., Da Rold, M., & Martinuzzi, A. (2021). Towards Consensus on Good Practices for the Use of New Technologies for Intervention and Support in Developmental Dyslexia: A Delphi Study Conducted among Italian Specialized Professionals. Children (Basel, Switzerland), 8(12), 1126. https://doi.org/10.3390/children8121126
  • Lorusso, M. L., Vernice, M., Dieterich, M., Brizzolara, D., Mariani, E., De Masi, S., D'Angelo, F., Lacorte, E., & Mele, A. (2014). The process and criteria for diagnosing specific learning disorders: indications from the Consensus Conference promoted by the Italian National Institute of Health. Annali dell'Istituto superiore di sanita, 50(1), 77–89. https://doi.org/10.4415/ANN_14_01_12
  • Marinellie, S. A., & Johnson, C. J. (2002). Definitional skill in school-age children with specific language impairment. Journal of communication disorders, 35(3), 241–259. https://doi.org/10.1016/s0021-9924(02)00056-4
  • Nagler, T., Zarić, J., Kachisi, F., Lindberg, S., & Ehm, J. H. (2021). Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN. Annals of dyslexia, 71(3), 458–482. https://doi.org/10.1007/s11881-021-00229-x
  • Oliveira, C. M., Vale, A. P., & Thomson, J. M. (2021). The relationship between developmental language disorder and dyslexia in European Portuguese school-aged children. Journal of clinical and experimental neuropsychology, 43(1), 46–65. https://doi.org/10.1080/13803395.2020.1870101
  • Ottosson, S., Schachinger Lorentzon, U., Kadesjö, B., Gillberg, C., & Miniscalco, C. (2022). Neurodevelopmental problems and quality of life in 6-year-olds with a history of developmental language disorder. Acta paediatrica (Oslo, Norway : 1992), 111(1), 115–122. https://doi.org/10.1111/apa.16104
  • Şahlı, A. S., & Belgin, E. (2017). Adaptation, validity, and reliability of the Preschool Language Scale-Fifth Edition (PLS-5) in the Turkish context: The Turkish Preschool Language Scale-5 (TPLS-5). International journal of pediatric otorhinolaryngology, 98, 143–149. https://doi.org/10.1016/j.ijporl.2017.05.003
  • Spanoudis, G. C., Papadopoulos, T. C., & Spyrou, S. (2019). Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?. Journal of learning disabilities, 52(1), 3–14. https://doi.org/10.1177/0022219418775111
  • Yang, L., Li, C., Li, X., Zhai, M., An, Q., Zhang, Y., Zhao, J., & Weng, X. (2022). Prevalence of Developmental Dyslexia in Primary School Children: A Systematic Review and Meta-Analysis. Brain sciences, 12(2), 240. https://doi.org/10.3390/brainsci12020240
  • Zubrick, S. R., Taylor, C. L., Rice, M. L., & Slegers, D. W. (2007). Late language emergence at 24 months: an epidemiological study of prevalence, predictors, and covariates. Journal of speech, language, and hearing research : JSLHR, 50(6), 1562–1592. https://doi.org/10.1044/1092-4388(2007/106)
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Odyoloji
Bölüm Orjinal Makaleler
Yazarlar

Selim Ünsal 0000-0003-4596-6223

Merve Yurttutar 0000-0001-6940-6349

Senanur Kahraman Beğen 0000-0001-6938-301X

İlayda Çelik 0000-0003-3796-5300

Göknur Miray Ceyhan 0000-0002-2146-8302

Fatih Bal 0000-0002-9974-2033

Proje Numarası 1919B012114056
Yayımlanma Tarihi 31 Ağustos 2024
Gönderilme Tarihi 5 Temmuz 2022
Kabul Tarihi 10 Nisan 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 9 Sayı: 2

Kaynak Göster

APA Ünsal, S., Yurttutar, M., Kahraman Beğen, S., Çelik, İ., vd. (2024). Gelişimsel Dil Bozukluğu Olan Çocukların Disleksi Açısından Değerlendirilmesi. Sağlık Akademisi Kastamonu, 9(2), 332-344. https://doi.org/10.25279/sak.1138517

Sağlık Akademisi Kastamonu, 2017 yılından itibaren UAK doçentlik kriterlerine göre 1-b dergiler (SCI, SSCI, SCI-expanded, ESCI dışındaki uluslararası indekslerde taranan dergiler) sınıfında yer almaktadır. SAĞLIK AKADEMİSİ KASTAMONU Dergi kapağı Türk Patent Enstitüsü tarafından tescil edilmiştir.