We concluded that children with rd experience difficulties with writing, providing support for theoretical propositions of reading and writing connections as well as the importance of writing instruction for these students. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. The aim of the present study has been to investigate reading comprehension (rc) of children with specific learning difficulties (sld), considering linguistic factors, such as receptive vocabulary, morphosyntax, and pragmatics (i.e., figurative language).
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To explore the link between children and young people’s subjective wellbeing and reading and writing in detail, we conducted analyses to see how specific components of reading and writing are linked to how people feel about themselves.
Specific learning difficulties (sld) are neurodevelopmental conditions that typically present in early childhood and may persist throughout an individual’s life [1]
Sld involve problems in academic performance, particularly in reading, writing, and solving mathematical problems. Attention deficit hyperactivity disorder (adhd) significantly influences children’s language acquisition and usage This theoretical study explores the multifaceted impact of adhd on language development, specifically focusing on reading and writing challenges.
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