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

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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).

Název v anglickém jazyce

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

Popis výsledku anglicky

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).

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

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

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

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

ISBN

978-84-11-70559-2

Počet stran výsledku

8

Strana od-do

831-838

Počet stran knihy

1099

Název nakladatele

Dykinson

Místo vydání

Madrid,España

Kód UT WoS kapitoly

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