Specific Language Disorder: Clinical reflections on its evolution and on its comorbidity with Specific Learning Disorder
Itala Riccardi Ripamonti, Barbara Cividati, Alberto Zerbini, Katia Federico
This article reflects on the potential comorbidity between Specific Learning Disorder and language difficulties. In particular, reference is made to those Language Disorders which are not exposed at preschool age or in any case go untreated and apparently disappear on starting primary school. Often these difficulties arise when children are faced with written tasks, especially informative ones. This occurs from 8/9 years of age and maybe not even until the secondary school age bracket, where even oral and written production require a processing of content, meaning that mnemonic learning is therefore no longer sufficient. Instead, the integration between linguistic and cognitive skills is necessary. Nevertheless, problems are often not so severe and are only reported by the school when they interfere with school learning. The authors also provide suggestions on language tests and rehabilitation activities suitable for identifying a language difficulty that manifests at a higher level (at secondary school).
Keywords
Specific Learning Disorder, Specific Language Disorder, lexical level, morphosyntax, language development.