{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T00:57:06Z","timestamp":1790816226351,"version":"4.1.0"},"reference-count":48,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2010,12,31]],"date-time":"2010-12-31T00:00:00Z","timestamp":1293753600000},"content-version":"vor","delay-in-days":239,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[2010,5,6]]},"abstract":"<jats:p><jats:italic>Background &amp; Aims:<\/jats:italic> We tested the Diagnostic and Statistical Manual of Mental Disorders (DSM) hypothesis that so\u2010called specific developmental disorders are marked by a pattern of specific discrepant achievement, and an alternative hypothesis that children with these disorders show a pattern of relatively pervasive low achievement.<\/jats:p><jats:p><jats:italic>Methods &amp; Procedures:<\/jats:italic> Children with a diagnosis of Mixed Receptive Expressive Language Disorder (RELD; <jats:italic>n<\/jats:italic> = 21) were compared with children with no previously suspected disorder but low standard language scores (&lt; 80; <jats:italic>n<\/jats:italic> = 22) selected from a representative sample, and children with Developmental Coordination Disorder (DCD; <jats:italic>n<\/jats:italic> = 20) were compared with children with no previously suspected disorder but low standard motor skills scores (<jats:italic>n<\/jats:italic> = 28) selected from a representative sample.<\/jats:p><jats:p><jats:italic>Outcomes &amp; Results:<\/jats:italic> Children with diagnosed disorders were more pervasive underachievers. The RELD group obtained lower scores on measures of verbal comprehension, emotion understanding, theory of mind, working memory and response inhibition; the DCD group obtained lower scores on measures of perceptual organization, verbal comprehension, receptive and expressive language, and visual inspection time.<\/jats:p><jats:p><jats:italic>Conclusions &amp; Implications:<\/jats:italic> We conclude that relatively pervasive underachievement distinguishes disordered from normal low achievers.<\/jats:p>","DOI":"10.3109\/13682820903009503","type":"journal-article","created":{"date-parts":[[2010,2,9]],"date-time":"2010-02-09T16:20:04Z","timestamp":1265732404000},"page":"336-344","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":17,"title":["How to distinguish normal from disordered children with poor language or motor skills"],"prefix":"10.1111","volume":"45","author":[{"given":"Murray","family":"Dyck","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jan","family":"Piek","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2010,12,31]]},"reference":[{"key":"e_1_2_8_2_1","volume-title":"Diagnostic and Statistical Manual of Mental Disorders","author":"American Psychiatric Association (APA)","year":"2000"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-835X.1988.tb01079.x"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820500442602"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/0010-0277(85)90022-8"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.00355.x"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.neuropsychologia.2006.11.019"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-8749.2005.tb01168.x"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0167-9457(02)00163-X"},{"key":"e_1_2_8_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/1467-8624.00117"},{"key":"e_1_2_8_11_1","doi-asserted-by":"publisher","DOI":"10.1006\/cogp.1996.0008"},{"key":"e_1_2_8_12_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.00272.x"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/s007870170033"},{"key":"e_1_2_8_14_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2004.t01-1-00290.x"},{"key":"e_1_2_8_15_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15374424jccp3501_3"},{"key":"e_1_2_8_16_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.88.1.3"},{"key":"e_1_2_8_17_1","doi-asserted-by":"publisher","DOI":"10.2307\/1511263"},{"key":"e_1_2_8_18_1","doi-asserted-by":"publisher","DOI":"10.1111\/1469-7610.00054"},{"key":"e_1_2_8_19_1","doi-asserted-by":"publisher","DOI":"10.1007\/BF02172093"},{"key":"e_1_2_8_20_1","doi-asserted-by":"publisher","DOI":"10.1080\/02699938908412713"},{"key":"e_1_2_8_21_1","volume-title":"The Movement Assessment Battery for Children: Manual","author":"Henderson S.","year":"1992"},{"key":"e_1_2_8_22_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-8749.1998.tb08214.x"},{"key":"e_1_2_8_23_1","doi-asserted-by":"publisher","DOI":"10.1080\/13682820010019874"},{"key":"e_1_2_8_24_1","doi-asserted-by":"publisher","DOI":"10.1097\/00004583-199907000-00011"},{"key":"e_1_2_8_25_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0167-9457(98)00010-4"},{"key":"e_1_2_8_26_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-7687.2007.00568.x"},{"key":"e_1_2_8_27_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0010-9452(08)70091-1"},{"key":"e_1_2_8_28_1","volume-title":"Language Disorders in Older Students","author":"Larson V.","year":"1995"},{"key":"e_1_2_8_29_1","volume-title":"Japanese and Caucasian Facial Expressions of Emotion (JACFEE) and Neutral Faces (JACNeuF)","author":"Matsumoto D.","year":"1995"},{"key":"e_1_2_8_30_1","volume-title":"McCarron Assessment of NeuroMuscular Development: Fine and Gross Motor Abilities (Rev. 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