Language-Based Learning Disabilities

The purpose of this paper is to highlight the complexity of the relationship between oral language development and the acquisition of reading skills. As background information, a hierarchy of language development including factors related to both oral and written language is discussed. Case studies of two learning-disabled males are presented to illustrate the differences in reading skills between two children with similar language comprehension abilities. Discussion of the underlying processing deficits responsible for these differences is also included.

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Syntactic Development in the Oral Language of Learning Disabled and Normal Students at the Intermediate and Secondary Level

Learning Disability Quarterly ◽

10.2307/1510793 ◽

1983 ◽

Vol 6 (2) ◽

pp. 155-165 ◽

Cited By ~ 8

Author(s):

Rochelle B. Simms ◽

W. Donald Crump

Keyword(s):

Language Development ◽

Oral Language ◽

Secondary Level ◽

Learning Disabled ◽

Oral Language Development ◽

Normally Achieving ◽

Density Score ◽

Crucial Component ◽

Syntactic Development ◽

Two Indices

Syntax is a crucial component of oral language development. Frequently, learning disabled children's oral language development is characterized by syntax problems. Hence, since deviations in oral language development may form the basis for identification of learning disabilities, adequate indices of oral language development are needed. The purpose of this study was to explore two indices of syntactic development in oral language, the T-unit and the Syntactic Density Score. Learning disabled students and a matched group of normally achieving peers were compared on these indices at four age levels. Results are reported for each measure along with a discussion and implications.

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Sociocultural Aspects of Language and Literacy: Issues Facing Educators of Students with Learning Disabilities

Learning Disability Quarterly ◽

10.2307/1511334 ◽

1993 ◽

Vol 16 (4) ◽

pp. 245-255 ◽

Cited By ~ 8

Author(s):

Mary Poplin ◽

LeRae Phillips

Keyword(s):

Learning Disabilities ◽

Language Development ◽

Learning Disabled ◽

Written Language ◽

Multiple Views ◽

Language And Literacy ◽

Students With Learning Disabilities ◽

Language Differences ◽

Development Experience

This article explores differences in language development, experience, and use by various cultures. The authors propose that some of the characteristics we identify as disabilities are actually language differences. A lack of understanding of multiple views and the characteristics of various languages can result in both misdiagnosis and inappropriate instruction for many individuals we call “learning disabled.” The authors also suggest that our culture's unselfconscious assumptions about oral and written language and its preference for written language intelligence have, in part, created the category of learning disabilities as a handicapping condition.

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THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

Педагогически форум ◽

10.15547/pf.2019.002 ◽

2019 ◽

Vol 7 (1) ◽

pp. 10-18

Author(s):

Tsvetanka Tsenova

Keyword(s):

Experimental Work ◽

Developmental Dyslexia ◽

Reading Skills ◽

Writing Skills ◽

Written Language ◽

Reading And Writing ◽

Empirical Verification ◽

Literacy Methods ◽

The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

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How primary teachers use music to support oral language development

10.24124/2013/bpgub1594 ◽

2013 ◽

Author(s):

Orlando D. Wiebe

Keyword(s):

Language Development ◽

Oral Language ◽

Primary Teachers ◽

Oral Language Development

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The Relationship between Creativity and Selective Attention in LD Boys

Learning Disability Quarterly ◽

10.2307/1510839 ◽

1979 ◽

Vol 2 (1) ◽

pp. 53-59 ◽

Cited By ~ 8

Author(s):

Sara G. Tarver ◽

Barbara R. Buss ◽

Ronald P. Maggiore

Keyword(s):

Learning Disabilities ◽

Selective Attention ◽

Learning Disabled ◽

Children And Youth ◽

Disabled Children ◽

Special Significance ◽

The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

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