Download The aim of this paper is to analyse the relationship between Language Delay (LR), Primary Language Impairment (PLI) e Specific Learning Disorder (SLD).
The candidate conducted a bibliographic search through the main scientific literature databases, in order to identify articles relevant to the topic, selected on the basis of thematic relevance and publication date.
The thesis is divided into three chapters. The first explores the theoretical framework, illustrating the connection between the three clinical conditions under study. The second chapter describes the main tools currently used in Italy for assessing language skills in preschool children. Finally, the third chapter presents three intervention methods for language delay.
A review of the literature shows that the three conditions are closely related: a language delay in preschool age represents a possible risk factor for the development of a primary language disorder, which, in turn, is associated with a greater probability of developing a specific learning disorder in school age.
It is therefore essential to identify cases of language delay early and intervene promptly through targeted interventions, with the aim of preventing or reducing the impact of subsequent linguistic and academic difficulties, which could compromise the child's educational path.