This is a special webinar of a lecture delivered by Professor Dorothy V M Bishop to the SLI 2012 conference in Warsaw, http://bit.ly/sli2012. Professor Bishop will be delivering the lecture to an audience of SLI specialists remotely and we will have an opportunity to join in.
Note the earlier time from the usual times of our Public Lecture webinars.
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For many years, research on language impairment proceeded quite separately from research on dyslexia and literacy skills. In part this was the consequence of professional boundaries that meant that children’s language impairments were the domain of speech and language therapists, whereas literacy came under the purview of education and psychology. In addition, until the 1980s, it was widely believed that dyslexia was a visual problem, having to do with perceptual confusions between letters. It has, however, become increasingly clear that this division is unhelpful: most children with language problems also have literacy problems, and most literacy problems are rooted in phonological rather than visual difficulties. I will discuss the similarities and differences between specific language impairment and developmental dyslexia, and consider how knowledge of their common features affects approaches to intervention.
Reference: Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and Specific Language Impairment: Same or different? Psychological Bulletin, 130, 858-886.