Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis.
Purpose: Interprofessional practice requires regular communication between professionals from different disciplines using shared terminology. Within schools, many professionals are tasked with supporting children with language disorders, namely, developmental language disorder (DLD) and/or dyslexia....
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 2; pp. 618 - 636 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Feb2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=182780490&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 182780490 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Feb2025 vid: 68 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 182780490 10.1044/2024_JSLHR-24-00202 ppf: 618 ppct: 18 formats: fmt: @attributes: type: P size: 980KB tig: atl: Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis. aug: au: DeLuca, Tim Radville, Katharine M. Pfeiffer, Danika L. Hogan, Tiffany affil: Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA. School of Speech-Language Pathology, Old Dominion University, Norfolk, VA. su: Terms & phrases Interprofessional relations Content analysis Schools Teachers Professions Language disorders Special education Word deafness Professional practice Research funding Dyslexia Questionnaires School administrators Descriptive statistics Research methodology Medical coding Evidence-based medicine sug: subj: Terms & phrases Interprofessional relations Content analysis Schools Teachers Professions Language disorders Special education Professional Organizations All Other Miscellaneous Schools and Instruction Elementary and Secondary Schools Word deafness Professional practice Research funding Dyslexia Questionnaires School administrators Descriptive statistics Research methodology Medical coding Evidence-based medicine ab: Purpose: Interprofessional practice requires regular communication between professionals from different disciplines using shared terminology. Within schools, many professionals are tasked with supporting children with language disorders, namely, developmental language disorder (DLD) and/or dyslexia. Limited information exists as to (a) how school-based professionals’ definitions of DLD and dyslexia align with research definitions, (b) how different school-based professionals define language disorders, (c) how school-based professionals’ definitions of DLD and dyslexia align across professional groups, and (d) how one’s definition of a language disorder correlates with other measures of knowledge. Method: In this mixed-methods study, we analyzed 304 definitions of language disorders from school-based professionals using a summative content analysis process. We explored the relationship between definitions and knowledge of disorder characteristics and best practices. Results: Data reflected limited alignment between professional and research definitions of DLD and dyslexia. Common misconceptions related to each disorder were prevalent among school-based professionals’ definitions. There were differences between the extent to which professional groups’ definitions aligned with research definitions of DLD and dyslexia. Conclusion: Results highlight the need for shared terminology between professional groups and researchers to improve collaborative practices and to narrow the research-to-practice gap. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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