Can you spell dyslexia without SLI? Comparing the cognitive profiles of dyslexia and specific language impairment and their roles in learning.
Use visual tricks for dyslexia and vocabulary boosts for SLI—same low verbal memory, different ladders.
01Research in Context
What this study did
Packiam et al. (2017) compared two groups of Spanish-speaking kids: some with dyslexia and some with specific language impairment (SLI).
They gave both groups the same tests for IQ, verbal working memory, and classroom learning tasks.
The goal was to see if the two labels point to the same weak skills or to different ones.
What they found
Both groups scored low on verbal working memory and IQ tests.
Yet they used different strengths to finish spelling and reading tasks.
Kids with dyslexia leaned on visual memory, while kids with SLI leaned on vocabulary knowledge.
How this fits with other research
Arslan et al. (2020) extends this picture. They showed that in developmental language disorder (formerly SLI) verbal working-memory gaps stay put through adolescence, but visuospatial memory catches up.
That means you can expect the verbal gap Packiam saw to last; plan supports that do not rely on spoken rehearsal.
Vedora et al. (2007) offers a practical footnote: computer spelling lessons with anagram puzzles helped teens with developmental delays spell and read better.
Because Packiam found dyslexic kids tap visual skills, Joseph’s visual anagram task looks like a smart match.
Why it matters
When you see a low verbal working-memory score, do not assume the same plan fits every child.
If the child has dyslexia, add visual spelling games and color-coded word parts.
If the child has SLI, boost vocabulary first, then tie new words to print.
Check which strength the learner already brings, and ride that wave instead of drilling the gap.
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02At a glance
03Original abstract
The aim of the present study is to explore whether those with Specific Language Impairment (SLI) and dyslexia display distinct or overlapping cognitive profiles with respect to learning outcomes. In particular, we were interested in two key cognitive skills associated with academic performance - working memory and IQ. We recruited three groups of children - those with SLI, those with dyslexia, and a control group. All children were given standardized tests of working memory, IQ (vocabulary and matrix), spelling, and math. The pattern of results suggests that both children with dyslexia and SLI are characterized with poorer verbal working memory and IQ compared to controls, but preserved nonverbal cognitive skills. It appears that that these two disorder groups cannot be distinguished by the severity of their cognitive deficits. However, there was a differential pattern with respect to learning outcomes, where the children with dyslexia rely more on visual skills in spelling, while those with SLI use their relative strengths in vocabulary. These findings can have important implications for how intervention is tailored in the classroom, as disorder-specific support could yield important gains in learning.
Research in developmental disabilities, 2017 · doi:10.1016/j.ridd.2017.04.013