The Relationship of sentence conprehension and executive function disorders in children with DLD and their Implications for education.

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F24%3A73622450" target="_blank" >RIV/61989592:15410/24:73622450 - isvavai.cz</a>

Result on the web

<a href="https://obd.upol.cz/id_publ/333202337" target="_blank" >https://obd.upol.cz/id_publ/333202337</a>

DOI - Digital Object Identifier

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Result language

angličtina

Original language name

The Relationship of sentence conprehension and executive function disorders in children with DLD and their Implications for education.

Original language description

Language skills are essential for academic success, as children are required to use languagein various forms to comprehend and communicate information in the classroom. There is a strongrelationship between deficits in understanding language and achievement in school work andsocial participation (Saleem Khasawneh, 2021). Children with deficits in understanding language,such as those with DLD, may struggle with a range of academic tasks that require strong languageskills, such as reading, writing and math. McGregor (2020) provided evidence that children withDLD face significant risks regarding academic achievement: they are 6 times more likely to havereading disabilities, 6 times more likely to have spelling difficulties, 4 times more likely to havedifficulties with mathematics and 12 times more likely to present with all three difficulties.However, the symptoms of children with DLD are related not only to language skills but anincreasing number of studies show that they are also significantly associated with executive840functions which has a negative effect on academic achievement. According to some studies(Henry et al., 2011; Hughes et al., 2009), children as well as adolescents with DLD have perceivedimpairments in executive functions that affect their performance in daily living. Their problems aremanifested as lower performance in different cognitive domains such as sustained selectiveattention (Kapa et al., 2017), attentional shifting (Aljahlan &amp; Spaulding, 2019), working memory(Kapa et al., 2017), inhibitory control (Pauls &amp; Archibald, 2016, Kapa et al., 2017), cognitiveflexibility (Pauls &amp; Archibald,2016), problem solving (Roello et al.,2015), planning (Aljahlan &amp;Spaulding, 2019, Kapa et al., 2017, Roello et al., 2015) and difficulties in the acquisition ofautomatic skills and general processing limitations (e.g., Kamhi &amp; Clark, 2013).

Czech name

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Czech description

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Type

C - Chapter in a specialist book

CEP classification

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OECD FORD branch

50302 - Education, special (to gifted persons, those with learning disabilities)

Project

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Continuities

S - Specificky vyzkum na vysokych skolach

Publication year

2024

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Book/collection name

TENDENCIAS EDUCATIVAS EN EL SIGLO XXI: PERSPECTIVAS DE TODOS LOS MIEMBROS DE LA COMUNIDAD EDUCATIVA

ISBN

978-84-11-70559-2

Number of pages of the result

8

Pages from-to

831-838

Number of pages of the book

1099

Publisher name

Dykinson

Place of publication

Madrid,España

UT code for WoS chapter

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