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Verbal and academic skills in children with early‐onset type 1 diabetes

Aim  Basic verbal and academic skills can be adversely affected by early‐onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early‐onset diabetes and in comparison children. In addition, the incidence of dyslexia (≤10th centile in reading speed or reading–spelling accuracy) was studied.