![]() ![]() We measure typically developing monolingual child Spanish speakers' lexical development with a range of standard expressive and receptive tests. Future research should explore long-term reading outcomes in Spanish for children with DLD. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. The results suggest some universality in the effect of DLD on reading development. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). ![]() Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3 10 to 6 6 (years months M age = 4 11). We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography.
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