Description and prediction of reading decoding skills in Swedish children with Developmental Language Disorder

Aim Research is lacking in terms of reading decoding skills among clinical samples of Swedish-speaking children with Developmental Language Disorder (DLD). Method The present cross-sectional study included a sample of 61 children (8-12 years) with DLD attending school language units, years 1 to 5. Our purpose was to study reading decoding skills and predictors for decoding, such as a phonological processing skill (nonword repetition), working memory, and a family history of literacy problems. Results The results on a combined measure of the word and nonword decoding indicated that only 18% of the children had age-adequate decoding skills. The proportion of age-adequate decoders did not change noticeably with the school year. The participants' decoding skills showed larger deviations to test norm means with higher school years. Hierarchical regression analysis showed that the best predictors of decoding skills were measures of working memory and nonword repetition, followed by school year. These factors significantly contributed to the variance in decoding among our sample of children with DLD. A family history of literacy problems made no contribution to the variance. Conclusions: The findings emphasize the necessity of assessing and following up on literacy development in children with DLD.

Automated summary

There is a lack of research on reading decoding skills among clinical samples of Swedish-speaking children with Developmental Language Disorder (DLD). This study found that only 18% of the children with DLD had age-appropriate decoding skills. Working memory and nonword repetition were the best predictors of decoding skills, followed by school year. Family history of literacy problems did not contribute to the variance in decoding. These findings highlight the importance of assessing and monitoring literacy development in children with DLD.