Journal of Child Psychology and Psychiatry · 2000 · 350 citations · 0 references
EducationSpecial EducationSpeech-language PathologyBehavioral DisordersCommunication DisordersPediatric Speech-language PathologyDevelopmental DisabilitiesLanguage DisordersLanguage ImpairmentNeurodevelopmental DisordersReading DifficultiesReading ImpairmentsBehavioral Developmental DisordersChild Language DisordersCommunication Disability In ChildrenDisorderLanguage Development DisordersLanguage Impairment PatternsSecond-grade ReadingSpeech-language Impairment Comorbidity
Language impairment in children is linked to higher risks of reading disability and behavior disorder, yet the specific pattern of these comorbidities remains unclear. The study aimed to determine whether reading disability and behavior disorder are distinct outcomes or co‑occur when present with language impairment. Researchers assessed 581 second‑grade students, including 164 with language impairment, for spoken language, reading, and behavior disorder, analyzing each domain as dimensional and categorical traits. Reading and language scores were strongly correlated (r = 0.68); 52 % of children with language impairment had reading disability versus 9 % of controls, and 29 % had behavior disorder versus 19 % of controls, with reading disability directly linked to behavior disorder and mediating the association between language impairment and behavior disorder.
Children with language impairment (LI) have been shown to be at risk for reading disability (RD) and behavior disorder (BD). Previous research has not determined the specific pattern of these conditions associated with LI. This study sought to determine if the behavior disorder and reading problems represented different outcomes or if these conditions occurred together when found with LI. A group of 581 second-grade children, including 164 children with LI, were examined for spoken language, reading, and behavior disorder. The data for each of these areas were examined as dimensional traits and as clinical categorical traits. Reading and spoken language were found to be strongly correlated (r = .68); RD was found in 52 % of the children with LI and in only 9 % of the controls. Scores of parent ratings for BD were also significantly correlated with spoken language scores (r = .29). Clinical levels of BD were found in 29% of the children with LI and 19% of the controls. An examination of the co-occurrence of clinical levels of BD, RD, and LI showed BD in children with LI to be conditioned by the child's reading status. The data indicated that whereas RD was directly associated with BD, the association of LI with BD required the mediation of RD.