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European project on the study of Specific Language Impairment and Dyslexia

In most of the children, language competence develops naturally, without any formal or explicit instruction. This does not happen in all children. Some children may be affected by Specific Language Impairment or Dyslexia.

Specific Language Impairment affects about 7% of the pre-school children population and is manifested through difficulties in producing and understanding spoken language. Some late talkers may be at risk of specific language impairment. Dyslexia affects 7%-10% of the school aged children and is manifested through difficulties in learning to read. A substantial number of children with Specific Language Impairment will also be affected by dyslexia. An increasing aawareness of the social-economic costs related to language impairments is promoting some new research and institutional interests for finding clinical markers of language impairments in early age since language competence and reading skills are a prerequisite  for  education during the school years.

AIMS OF THE PROJECT

Investigate language acquisition in typically developing children and in children affected by language impairments and compare their different developmental paths. Understand to which extent we find an overlap between Specific Language Impairments and Dyslexia. Develop a set of clinical markers to identify children at risk of Specific Language Impairments or/and Dyslexia.

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Aims of the project

  • Investigate language acquisition processes in typically developing children and in children affected by language impairments and compare their different developmental paths.
  • Understand to which extent we find an overlap between Specific Language Impairments and Dyslexia.
  • Develop a set of clinical markers to identify children at risk of Specific Language Impairments or/and Dyslexia.