View in EDS PDF Full Text

Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis.

Saved in:
Bibliographic Details
Title: Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis.
Authors: DeLuca, Tim1 tdeluca1@mghihp.edu, Radville, Katharine M.1, Pfeiffer, Danika L.2, Hogan, Tiffany1
Source: Journal of Speech, Language & Hearing Research. Feb2025, Vol. 68 Issue 2, p618-635. 18p.
Subject Terms: *Interprofessional relations, *Dyslexia, *Content analysis, *Schools, *School administrators, *Teachers, *Language disorders, *Research methodology, *Special education, Word deafness, Terms & phrases, Professional practice, Research funding, Questionnaires, Descriptive statistics, Professions, Medical coding, Evidence-based medicine
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 182780490
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22DeLuca%2C+Tim%22">DeLuca, Tim</searchLink><relatesTo>1</relatesTo><i> tdeluca1@mghihp.edu</i><br /><searchLink fieldCode="AR" term="%22Radville%2C+Katharine+M%2E%22">Radville, Katharine M.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pfeiffer%2C+Danika+L%2E%22">Pfeiffer, Danika L.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hogan%2C+Tiffany%22">Hogan, Tiffany</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Feb2025, Vol. 68 Issue 2, p618-635. 18p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Terms+%26+phrases%22">Terms & phrases</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+coding%22">Medical coding</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182780490
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2024_JSLHR-24-00202
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 618
    Subjects:
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: School administrators
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Special education
        Type: general
      – SubjectFull: Word deafness
        Type: general
      – SubjectFull: Terms & phrases
        Type: general
      – SubjectFull: Professional practice
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Professions
        Type: general
      – SubjectFull: Medical coding
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
    Titles:
      – TitleFull: Defining Developmental Language Disorder and Dyslexia in Schools: A Mixed-Methods Analysis.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: DeLuca, Tim
      – PersonEntity:
          Name:
            NameFull: Radville, Katharine M.
      – PersonEntity:
          Name:
            NameFull: Pfeiffer, Danika L.
      – PersonEntity:
          Name:
            NameFull: Hogan, Tiffany
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Text: Feb2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 10924388
          Numbering:
            – Type: volume
              Value: 68
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Speech, Language & Hearing Research
              Type: main
ResultId 1