Table 1.
Descriptive statistics for children with developmental language disorder (DLD) versus typical language skills (TL) and for subgroups divided according to oral language and word reading ability.
| Measure | TL vs. DLD |
Language/word reading ability subgroups |
||||
|---|---|---|---|---|---|---|
| TL n = 75 | DLD n = 22 | TL + good word reading n = 54 |
TL + poor word reading n = 16 |
DLD + good word reading n = 10 |
DLD + poor word reading n = 11 |
|
| Language Screen Accuracy, M (SD) | 0.79 (0.12) | 0.61 (0.14) | 0.78 (0.12) | 0.77 (0.12) | 0.61 (0.18) | 0.61 (0.11) |
| DELV–Norm Referenced a standard score, M (SD) | 98.57 (9.30) | 76.18 (6.27) | 99.11 (8.87) | 95.25 (9.21) | 78.40 (5.15) | 73.91 (6.88) |
| WRMT-III b Word Identification standard score, M (SD) | 100.61 (16.54) | 84.71 (12.03) | 107.17 (11.88) | 78.50 (9.14) | 94.90 (7.00) | 75.45 (6.86) |
| TONI-4 c standard score, M (SD) | 103.73 (8.19) | 95.90 (7.07) | 104.50 (8.18) | 100.07 (6.95) | 99.80 (5.98) | 92.36 (6.23) |
| DELV–Screening Test d % of NMAE use, M (SD) | 27 e (26) | 48 (28) | 23 (23) | 41 (31) | 32 (27) | 62 (21) |
a
Diagnostic Evaluation of Language Variation–Norm Referenced.
b
Woodcock Reading Mastery Tests–Third Edition.
c
Test of Nonverbal Intelligence–Fourth Edition.
d
Diagnostic Evaluation of Language Variation–Screening Test.
e
Higher % of non–mainstream American English (NMAE) use reflects use of more features of NMAE dialects.