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Unlocking Success: How Reading Strategies Can Transform Outcomes for Children with Developmental Language Disorder

Unlocking Success: How Reading Strategies Can Transform Outcomes for Children with Developmental Language Disorder

Developmental Language Disorder (DLD) is a neurodevelopmental disorder that significantly affects language comprehension and expression, posing a considerable challenge for children learning to read. A recent study, "Reading Strategies for Children with Developmental Language Disorder," has provided new insights into how these children can be supported in their reading journey. Here, we explore the key findings and practical strategies that can be implemented by practitioners to improve reading outcomes for children with DLD.

Understanding the Keyword Strategy (KWS)

The study reveals that children with DLD often employ a keyword strategy (KWS) to read sentences. This strategy involves focusing on words with strong semantic content (nouns, verbs, adjectives) while overlooking function words (prepositions, conjunctions). For example, in the sentence "Luis reads very well," a child using KWS might focus on "Luis," "reads," and "well," ignoring the function word "very."

Why the Keyword Strategy Matters

Understanding the KWS is crucial because it highlights a compensatory mechanism used by children with DLD to make sense of text despite their linguistic limitations. This strategy allows them to grasp the general meaning of sentences, albeit with potential inaccuracies. The study found that children with better reading skills among those with DLD were more likely to use the KWS, suggesting it can be an effective interim strategy while other skills are developed.

Practical Implications for Practitioners

To support children with DLD in their reading development, practitioners can consider the following strategies:

Encouraging Further Research

The heterogeneity of reading profiles among children with DLD suggests that further research is essential to understand the full range of strategies these children use and how they can be supported most effectively. Practitioners are encouraged to stay informed about the latest research and consider participating in studies that contribute to this growing body of knowledge.

To read the original research paper, please follow this link: Reading Strategies for Children with Developmental Language Disorder.


Citation: De las Heras, G., Simón, T., Domínguez, A. B., & González, V. (2022). Reading Strategies for Children with Developmental Language Disorder. Children (Basel), 9(11), 1694. https://doi.org/10.3390/children9111694
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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