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Language, Socio-Emotional Skills, and School Performance of Children and Adolescents With Developmental Language Disorder According to Parents' Perceptions
Abstract
The study investigates parents' perceptions of children and adolescents with DLD regarding their understanding of DLD, the developmental language history, their language, socio-emotional, and school performance profile, as well as to what extent oral language skills are associated with their school performance. One hundred parents of children with DLD completed a questionnaire. Most of the parents stated that their child started to communicate efficiently with others after four years of age. They defined DLD as articulation problems and language delay and they reported difficulties apart from articulation with expressive vocabulary, phonological awareness, syntax, etc. Most of the parents rated their child as extroverted with average self-esteem and good social relationships. They reported difficulties in oral lessons, spelling, writing, and reading. Significant relationships were found among oral language skills, narrative, writing, reading, and spelling. The results are discussed in terms of how parents understand DLD and their child's developmental profile.
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