Receptive and Expressive Language Assessment of Dyslexia and Dysgraphia within Specific Learning Disorders

Background Learning is a complex process that individuals acquire through continuous interaction from birth. However, some individuals may experience difficulties in learning that differ from the normal developmental process. This condition is referred to as a specific learning disorder. The most common forms of this condition in children are dyslexia and dysgraphia. This can complicate children's academic and social lives. The aim of this study is to evaluate the receptive and expressive language performance of children diagnosed with dyslexia or dysgraphia using a cross-sectional approach. Methods The study included 40 children aged 7–9 years, 20 with dyslexia and 20 with dysgraphia, as well as 20 children in the control group. The Turkish Test of Language Development was administered to the children. Results The results of the study show that children diagnosed with specific learning disorders such as dyslexia and dysgraphia perform significantly worse than their normally developing peers in terms of vocabulary, grammar, and speaking skills. However, no significant difference in language skills was found between the dyslexia and dysgraphia groups in most areas. Conclusions In light of these findings, early implementation of language-based intervention programs is essential for children with SLD. Educational support should prioritize grammar, vocabulary, morphology, and expressive communication to improve both academic and social outcomes.