I think that when examining dyslexia in children, the emphasis should be on decoding, as when the child reads, it performs both alphabetic and semantic decoding of the text. ith other stages, morphosyntactic language levels
Understanding of the text is the main goal of initial reading skill. There are many standardised tests for examining dyslexia based on the process of understanding.
The goal of the project is not to investigate understanding of what is being read (i.e. reading comprehension - and I agree that there are many tests for that) but to investigate the presence of oral language difficulties (including receptive and expressive difficulties) in dyslexic children - who are generally thought to have reading deficits only. This last assumption seems not to be granted, even when you exclude dyslexic children with previous or concomitant overt language impairments.
I welcome your project because you are actually looking for a connection between the grammatical and semantic levels of listening and reading that are analogous processes. As these are levels in two relatively independent language systems - spoken and written, the results will depend on the functioning of the hearing-verbal and visual-verbal decoding mechanisms. It would be good if the dyslexic children who are studying oral comprehension have real problems with reading comprehension.
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