About
Six percent of children exhibit language disorders without an apparent cause, resulting in difficulties in learning to read and write when they start school. This national project aims to develop more effective diagnostic and intervention strategies.
With the participation of three higher education institutions, the study will outline the neurocognitive profile of children in our country with Developmental Language Disorder (DLD), also known as Specific Language Impairment (SLI). To this end, approximately one hundred preschool-aged children will be evaluated.
One of the objectives is to help create more effective diagnostic and intervention strategies to prevent these children from developing Developmental Dyslexia upon entering school, as occurs in about half of the cases.
Another goal is to contribute to a deeper understanding of Developmental Language Disorder by identifying electrophysiological markers (e.g., N100, N200, and N400) that can help timely identify children who are likely to experience severe academic difficulties.
