Language-based learning disability

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Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age. Most people with this disability find it hard to communicate, to express ideas efficiently and what they say may be ambiguous and hard to understand [2] It is [1] a neurological difference. It is often hereditary, and is frequently associated to specific language problems. [3]

Contents

There are two types of learning disabilities: non-verbal, which includes disabilities from psychomotor difficulties to dyscalculia, and verbal, language based. [4] [5]

Symptoms

LBLD consists of dyscalculia which comprises the reading of numbers sequentially, learning the time table, and telling time; [6] dyslexia; and difficulties associated with written language such as trouble learning new vocabulary, letters and alphabets. Auditory processing disorders can cause trouble understanding questions and following directions, understanding and remembering the details of a story's plot or a classroom lecture, learning words to songs and rhymes, telling left from right, and having a hard time with reading and writing . [7] Difficulties associated with reading and spoken language involve trouble understanding questions and following directions, understanding and retaining the details of a story's plot or a classroom lecture, nonword repetition, learning words to songs and rhymes, and identifying the sounds that correspond to letters, which makes learning to read difficult [8] Difficulties associated with motor skills include difficulty telling left from right which is part of motor incoordination, visual perceptual problems, and memory problem [9]

Prevalence

Learning disability word tile Learning disability.jpg
Learning disability word tile

Language-based learning disabilities (LBLD) are commonly diagnosed in schools, when typical developmental milestones have surpassed without progress. Educational instructors may notice developmental delays in students and chose to evaluate them using the Curriculum-based measurement (CBM). [10] Although various research has been conducted, determining the prevalence of LBLD is difficult, affecting approximating every 1 in 10 children. [11] Of the students with specific learning disabilities receiving special education services, 70–80% have a discrepancy in reading. [12] LBLD significantly affect one's ability to partake in accurate reading comprehension, phonetic awareness and linguistic deficits. [13] Some students will be diagnosed with LBLD during the duration of their primary education, whereas others may not recognize their language incompetencies until late adolescents. [10] Language-based learning disabilities are not a new phenomenon, however prevalence and diagnoses have developed through investigation and research. [11]

Diagnosis

A speech-language pathologist (SLP), psychologist, social worker, and sometimes neurologist work together or individually to find the proper diagnosis for children with LBLD. Additionally, they evaluate speaking, listening, reading, and written language for children who have LBLD.

Dyslexia

Dyslexia is a common language-based learning disability. Dyslexia can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders. [15] The greatest difficult those with the disorder have is with spoken and the written word. These issues present pertain but are not limited to:

Prognosis

LBLD can be an enduring problem. Some people might experience overlapping learning disabilities that make improvement problematic. [16] Others with single disabilities often show more improvement. Most subjects can achieve literacy via coping mechanisms and education.

Treatment

Special education classes are the primary treatment. These classes focus on activities that sustain growth in language skills. The foundation of this treatment is repetition of oral, reading and writing activities. Usually the SLP, psychologist and the teacher work together with the children in small groups in the class room. Another treatment is looking at a child's needs through the Individual Education Plan (IEP). In this program teachers and parents work together to monitor the progress of the child's comprehensive, verbal, written, social, and motor skills in school and in the home. Then the child goes through different assessments to determine his/her level. The level that the child is placed in will determine the class size, number of teachers, and the need for therapy.

See also

Related Research Articles

<span class="mw-page-title-main">Dyslexia</span> Specific learning disability characterized by troubles with reading

Dyslexia, previously known as word blindness, is a learning disability that affects either reading or writing. Different people are affected to different degrees. Problems may include difficulties in spelling words, reading quickly, writing words, "sounding out" words in the head, pronouncing words when reading aloud and understanding what one reads. Often these difficulties are first noticed at school. The difficulties are involuntary, and people with this disorder have a normal desire to learn. People with dyslexia have higher rates of attention deficit hyperactivity disorder (ADHD), developmental language disorders, and difficulties with numbers.

<span class="mw-page-title-main">Language center</span> Speech processing areas of the brain

In neuroscience and psychology, the term language center refers collectively to the areas of the brain which serve a particular function for speech processing and production. Language is a core system that gives humans the capacity to solve difficult problems and provides them with a unique type of social interaction. Language allows individuals to attribute symbols to specific concepts, and utilize them through sentences and phrases that follow proper grammatical rules. Finally, speech is the mechanism by which language is orally expressed.

<span class="mw-page-title-main">Hyperlexia</span> Significantly advanced reading ability in children

Hyperlexia is a syndrome characterized by a child's precocious ability to read. It was initially identified by Norman E. Silberberg and Margaret C. Silberberg (1967), who defined it as the precocious ability to read words without prior training in learning to read, typically before the age of five. They indicated that children with hyperlexia have a significantly higher word-decoding ability than their reading comprehension levels. Children with hyperlexia also present with an intense fascination for written material at a very early age.

A communication disorder is any disorder that affects an individual's ability to comprehend, detect, or apply language and speech to engage in dialogue effectively with others. This also encompasses deficiencies in verbal and non-verbal communication styles. The delays and disorders can range from simple sound substitution to the inability to understand or use one's native language. This article covers subjects such as diagnosis, the DSM-IV, the DSM-V, and examples like sensory impairments, aphasia, learning disabilities, and speech disorders.

Dyscalculia is a disability resulting in difficulty learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics. It is sometimes colloquially referred to as "math dyslexia", though this analogy is misleading as they are distinct syndromes.

Mixed receptive-expressive language disorder is a communication disorder in which both the receptive and expressive areas of communication may be affected in any degree, from mild to severe. Children with this disorder have difficulty understanding words and sentences. This impairment is classified by deficiencies in expressive and receptive language development that is not attributed to sensory deficits, nonverbal intellectual deficits, a neurological condition, environmental deprivation or psychiatric impairments. Research illustrates that 2% to 4% of five year olds have mixed receptive-expressive language disorder. This distinction is made when children have issues in expressive language skills, the production of language, and when children also have issues in receptive language skills, the understanding of language. Those with mixed receptive-language disorder have a normal left-right anatomical asymmetry of the planum temporale and parietale. This is attributed to a reduced left hemisphere functional specialization for language. Taken from a measure of cerebral blood flow (SPECT) in phonemic discrimination tasks, children with mixed receptive-expressive language disorder do not exhibit the expected predominant left hemisphere activation. Mixed receptive-expressive language disorder is also known as receptive-expressive language impairment (RELI) or receptive language disorder.

<span class="mw-page-title-main">Dysgraphia</span> Neurological disorder of written expression

Dysgraphia is a neurological disorder and learning disability that concerns impairments in written expression, which affects the ability to write, primarily handwriting, but also coherence. It is a specific learning disability (SLD) as well as a transcription disability, meaning that it is a writing disorder associated with impaired handwriting, orthographic coding and finger sequencing. It often overlaps with other learning disabilities and neurodevelopmental disorders such as speech impairment, attention deficit hyperactivity disorder (ADHD) or developmental coordination disorder (DCD).

Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued due to perspectives of a Reading Readiness model. This model assumes that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill. This approach often led to teaching sub-skills of reading in a decontextualized manner. This style of teaching made it difficult for children to master these early skills, and as a result, did not advance to more advanced literacy instruction and often continued to receive age-inappropriate instruction.

Specific language impairment (SLI) is diagnosed when a child's language does not develop normally and the difficulties cannot be accounted for by generally slow development, physical abnormality of the speech apparatus, autism spectrum disorder, apraxia, acquired brain damage or hearing loss. Twin studies have shown that it is under genetic influence. Although language impairment can result from a single-gene mutation, this is unusual. More commonly SLI results from the combined influence of multiple genetic variants, each of which is found in the general population, as well as environmental influences.

A reading disability is a condition in which a person displays difficulty reading. Examples of reading disabilities include: developmental dyslexia, And alexia,

Language disorders or language impairments are disorders that involve the processing of linguistic information. Problems that may be experienced can involve grammar, semantics (meaning), or other aspects of language. These problems may be receptive, expressive, or a combination of both. Examples include specific language impairment, better defined as developmental language disorder, or DLD, and aphasia, among others. Language disorders can affect both spoken and written language, and can also affect sign language; typically, all forms of language will be impaired.

<span class="mw-page-title-main">Speech–language pathology</span> Disability therapy profession

Speech–language pathology (also known as speech and language pathology or logopedics) is a healthcare and academic discipline concerning the evaluation, treatment, and prevention of communication disorders, including expressive and mixed receptive-expressive language disorders, voice disorders, speech sound disorders, speech disfluency, pragmatic language impairments, and social communication difficulties, as well as swallowing disorders across the lifespan. It is an allied health profession regulated by professional bodies including the American Speech-Language-Hearing Association (ASHA) and Speech Pathology Australia. The field of speech-language pathology is practiced by a clinician known as a speech-language pathologist (SLP) or a speech and language therapist (SLT). SLPs also play an important role in the screening, diagnosis, and treatment of autism spectrum disorder (ASD), often in collaboration with pediatricians and psychologists.

<span class="mw-page-title-main">Learning disability</span> Range of neurodevelopmental conditions

Learning disability, learning disorder, or learning difficulty is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties".

<span class="mw-page-title-main">Management of dyslexia</span>

Management of dyslexia depends on a multiple of variables; there is no one specific strategy or set of strategies that will work for all who have dyslexia.

The history of dyslexia research spans from the late 1800s to the present.

Dyslexia is a reading disorder wherein an individual experiences trouble with reading. Individuals with dyslexia have normal levels of intelligence but can exhibit difficulties with spelling, reading fluency, pronunciation, "sounding out" words, writing out words, and reading comprehension. The neurological nature and underlying causes of dyslexia are an active area of research. However, some experts believe that the distinction of dyslexia as a separate reading disorder and therefore recognized disability is a topic of some controversy.

<span class="mw-page-title-main">Characteristics of dyslexia</span>

Dyslexia is a disorder characterized by problems with the visual notation of speech, which in most languages of European origin are problems with alphabet writing systems which have a phonetic construction. Examples of these issues can be problems speaking in full sentences, problems correctly articulating Rs and Ls as well as Ms and Ns, mixing up sounds in multi-syllabic words, problems of immature speech such as "wed and gween" instead of "red and green".

Speech and language impairment are basic categories that might be drawn in issues of communication involve hearing, speech, language, and fluency.

Developmental Language Disorder (DLD) is identified when a child has problems with language development that continue into school age and beyond. The language problems have a significant impact on everyday social interactions or educational progress, and occur in the absence of autism spectrum disorder, intellectual disability or a known biomedical condition. The most obvious problems are difficulties in using words and sentences to express meanings, but for many children, understanding of language is also a challenge. This may not be evident unless the child is given a formal assessment.

Susan Ellis Weismer is a language and communication scientist known for her work on language development in children with specific language impairment and autism spectrum disorder (ASD). She is the Oros Family Chair and Professor of Communication Sciences and Disorders at the University of Wisconsin–Madison, where she is a Principal Investigator and Director of the Language Processes Lab. She has also served as the Associate Dean for Research, College of Letters and Sciences at the University of Wisconsin–Madison.

References

  1. 1 2 Vinson, Betsy Partin. (2006). Language Disorders Across the Lifespan. Belmont: Cengage Demar. ISBN   978-1-4180-0954-0.
  2. ↑ M.B. Aria. Learn How To Be A Better Parent And Raise Healthy Happy Children
  3. 1 2 "Language-Based Learning Disabilities (Reading, Spelling, and Writing)". American Speech-Language-Hearing Association (ASHA). Retrieved August 16, 2016.
  4. ↑ "An Introduction To Language Based Learning Disabilities". www.parentinged.com. Retrieved August 16, 2016.
  5. ↑ American Speech-Language-Hearing Association
  6. ↑ Lerner, Janet W. (2000). Learning disabilities: theories, diagnosis, and teaching strategies . Boston: Houghton Mifflin. ISBN   978-0-395-96114-8.
  7. ↑ Neuman, Susan B.; David K. Dickinson. (2006). Handbook of Early Literacy Research. Minneapolis: Guilford Publications. ISBN   1-5938-5184-7.
  8. ↑ G.M. McArthur; J.H. Hogben; V.T. Edwards; et al. (2000). "On the "specifics" of specific reading disability and specific language impairment". Journal of Child Psychology and Psychiatry. 41 (7): 869–874. doi: 10.1111/1469-7610.00674 . PMID   11079429.
  9. ↑ Paul, Rhea, Pamela Bruni, and Ayub Balweel. (2006). Language Disorders from Infancy Through Adolescence: Assessment and Intervention. St. Louis: Mosby. ISBN   978-0-323-03685-6.{{cite book}}: CS1 maint: multiple names: authors list (link)
  10. 1 2 "Language-Based Learning Disability: What to Know | LD OnLine". www.ldonline.org. Retrieved 2022-11-21.
  11. 1 2 McDowell, Michael (4 July 2018). "Specific Learning Disability". Journal of Paediatrics and Child Health. 54 (10): 1077–1083. doi: 10.1111/jpc.14168 . PMID   30294983. S2CID   52932537.
  12. ↑ "Resources for Language-based Learning Differences". Verticy Learning. Archived from the original on October 15, 2009.
  13. ↑ Kida, Adriana de S. B.; Ávila, Clara R. B. de; Capellini, Simone A. (2016). "Reading Comprehension Assessment through Retelling: Performance Profiles of Children with Dyslexia and Language-Based Learning Disability". Frontiers in Psychology. 7: 787. doi: 10.3389/fpsyg.2016.00787 . ISSN   1664-1078. PMC   4887488 . PMID   27313551.
  14. ↑ M.F. Joanisse; F.R. Manis; P. Keating; M.S. Seidenberg (2000). "Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology". Journal of Experimental Child Psychology. 77 (1): 30–60. CiteSeerX   10.1.1.55.2655 . doi:10.1006/jecp.1999.2553. PMID   10964458. S2CID   8629386.
  15. ↑ "Dyslexia". Learning Disabilities Association of America. Retrieved August 16, 2016.
  16. ↑ Mayes, Susan D.; Calhoun, Susan L.; Crowell, Errin W. (2000–2009). "Learning Disabilities and ADHD: Overlapping Spectrum Disorders". Journal of Learning Disabilities. 33 (5): 417–424. doi:10.1177/002221940003300502. ISSN   0022-2194. PMID   15495544. S2CID   144958989.
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