Language Learning Disability What is a Specific Learning
Language Learning Disability
What is a Specific Learning Disability? Specific Learning Disability is one of 13 categories of disability under IDEA. According to IDEA 2004: The term 'specific learning disability' means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which…may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
What is a Specific Learning Disability? Learning disabilities are referred to “hidden disabilities” Why?
What is a Specific Learning Disability? Specific learning disability is believed to be caused by a difference in brain structure that is present at birth, affecting the way the brain processes information (NICHHD) Well-Known People with Specific Learning Disabilities http: //www. youtube. com/watch? v=x. UE 2 pz. Fb. F 8&feature=related
What is a Specific Learning Disability? To identify a child with a learning disability, we consider 3 criteria: 1. Discrepancy criterion
What is a Specific Learning Disability? 2. Exclusionary criterion 3. Need criterion
Characteristics of Learning Disabilities (related to Language) Reading difficulties Written language difficulties Confusion or inability to follow directions
Characteristics of Learning Disabilities (related to Language) Inability to keep up with group discussions Auditory processing difficulties
What is a Language Learning Disability? Heterogeneous group of children who have difficulty with parts of language and communication that interfere with academic performance in children Manifests in reading, spelling, writing, & classroom discourse Children with LLD have difficulties in BOTH oral and written language (e. g. , reading, spelling)
Language Learning Disability & Specific Language Impairment (SLI) Exhibit impairments in oral language system Intact nonverbal cognitive abilities Difficulties in learning to read, write, & spell Assessment Standard score less than 85 in an area specific to the linguistic system BUT show nonverbal abilities within normal range (above 85)
Specific Language Impairment According to the American Speech & Hearing Association (ASHA): Specific Language Impairment (SLI) occurs when children present language maturation at least 12 months behind their chronological age, in the absence of sensory or intellectual defects, pervasive developmental disorders, evident cerebral damage, and adequate social and emotional conditions.
Specific Language Impairment is one of the most common disorders of childhood, affecting ____ of children. In Virginia, _______ children were identified as having a “speech and language disability” in 2010.
Language Learning Disability & Nonspecific Language Impairment More generalized delay across both language & cognition (significant difficulties in reading & language performance) Disability is not specific to the linguistic system Lower nonverbal IQ scores (but not low enough for ID) Risk for later reading deficits is much greater for children with NLI.
Language Learning Disability & Reading Disability Dyslexia Term used to describe the specific language processing problem in reading Affects a child’s ability to read and comprehend written material Cause is unknown, but there appears to be a strong genetic link General differences in the way the brain processes information �Many children with reading difficulties also have difficulties with ________.
Language Learning Disability & Reading Disability Dyslexia A child with dyslexia (w/o other LLD) has a problem almost exclusively with the written word. Dyslexia & LLD A child with dyslexia as part of a LLD also has problems with both the spoken and written word.
Language Learning Disability & Reading Disability What is it like to have Dyslexia? https: //www. youtube. com/watch? v=s. LWBqz_Gr. RQ
Language Learning Disability & Reading Disability – 2 Types 1. Phonological core deficit – deficits in phonological processing cause problems with word recognition & decoding of new words Can affect reading comprehension & vocabulary 2. Reading comprehension deficit – oral language difficulties (without previous identification) affecting the child’s ability to understand what he/she reads Nonverbal cognitive ability in average range
Language Learning Disability & Reading Disability Ambiguity in Speech vs. Code Discrimination http: //www. childrenofthecode. org/pvid/tallal/part 5. htm
What characteristics do you see in students with Language Learning Disabilities in the classroom?
Difficulties associated with Language Learning Disabilities Expressing ideas clearly Learning new vocabulary that the child hears or sees Learning words to songs & rhymes
Difficulties associated with Language Learning Disabilities Reading & comprehending material Understanding questions and following directions Understanding & retaining details of story or classroom lecture Telling left from right
Difficulties associated with Language Learning Disabilities Learning letters & numbers the Identifying sounds that correspond to letters Keeping letters in words in the right order while writing Spelling
Difficulties associated with Language Learning Disabilities Recalling numbers in sequence (phone numbers) Keeping numbers in order for math calculations Memorizing the times tables Telling time
Preschoolers A preschooler with a history of speech & language impairment is at risk for later oral, written, & reading difficulties. This risk is present whether or not the earlier impairment has resolved.
Diagnosing a Language Learning Disability �Teacher and/or Parent identifies a concern �Team is gathered: Speech-Language Pathologist (SLP) Parent(s) Educational professionals
Diagnosing a Language Learning Disability SLP evaluates: Spoken language (speaking & listening) Articulation of spoken language Written language (reading and writing) Executive functioning (ability to plan, organize, & attend to details)
Diagnosing Preschool Students with LLD: Spoken Language Observe the child’s communication & language use during classroom activities Collect a language sample Evaluate the child’s ability to understand verbal and written directions Have the child tap or clap out the different syllables in words Evaluate the child’s knowledge of rhyme
Diagnosing Preschool Students with LLD: Written Language � Gather info about the literacy environment at home Evaluate the child’s attention to written info Evaluate print awareness & interactions with books See if the child recognizes familiar signs/logos
Diagnosing Preschool Students with LLD: Written Language Evaluate whether the child uses pretend writing Determines if the child recognizes or writes own name Determines if the child recognizes or writes letters of alphabet
Diagnosing LLD in Older Children: Spoken Language Assess the child’s phonological awareness skills (ability to hear and play with sounds) Assess phonological memory (have child repeat strings of words, letters, sounds etc. ) See if the child can break up a word into its syllables & sounds Have the child combine syllables & sounds to make a word
Diagnosing LLD in Older Children: Written Language Observe the child’s reading Assess the child’s comprehension of educational materials (e. g. , textbooks, blackboards)
What kinds of things could you do or do you see the speechlanguage pathologist do with children to address LLD? Treatment for Language Learning Disability
Treatment for Language Learning Disability GOAL Target the specific aspects of reading and writing that the student is missing Ex: Child reads words but is unable to understand the details of what is read, comprehension is addressed Ex: Child has difficulty distinguishing sounds in words, treatment may include tapping out syllables, rhyming, etc.
Treatment for Language Learning Disability Treatment is individualized and always related to or provided in the context of the child’s school work How?
Treatment for Language Learning Disability How? �Intervention is designed to address multiple areas of difficulty Ex: After listening to a story, the student is asked to state and write answers to a question. He may be asked to give a verbal and written summary of the story. addressing listening, speaking, & writing
Treatment for Language Learning Disability How? �Articulation needs are treated in ways that support written language Ex: The child practices saying words to improve pronunciation of a certain sound. She is asked to read these words from a printed list. addresses speech & reading
Treatment for Language Learning Disability Collaboration between the SLP & the Teacher SLP consults & collaborates with the teacher on strategies and techniques to be used in the classroom Ex: SLP helps teacher modify how new material is presented in lessons to accommodate a child’s comprehension needs SLP helps the teacher understand what strategies the student uses or needs to organize and focus
Strategies for Supporting Children with Language Processing Difficulties �Show rather than explain �Supplement using other senses �Reduce or space directions & give cues (“ready? ) �Reword or help decipher confusing directions �Teach abstract vocabulary, word roots, etc.
Strategies for Supporting Children with Language Processing Difficulties �Vary pitch, tone, & pace of your voice, pace �Stress key words using your voice �Have child constantly verbalize concepts, vocabulary words, rules, what he just read, etc. �Avoid asking child to listen & write at the same time �Allow child “think time” to respond (5 -6 secs)
Strategies for Supporting Children with Comprehension Problems �Speak clearly (and sometimes slowly); use simple sentences for easier processing �Allow a tape recording for note taking �Write main concepts up on board �Provide a support person or peer tutor
Strategies for Supporting Children with Comprehension Problems �Use graphic organizers for note taking from lectures or books �Use story starters for creative writing �Use visualization techniques & drawing to enhance listening & comprehension �Practice story mapping
Strategies for Supporting Children with Dyslexia �Present material in smaller units �Use multi-sensory teaching methods �Provide a quiet area for reading, doing comprehension tasks �Use books on tape �Use books with large print, spaces between lines
Strategies for Supporting Children with Dyslexia �Provide a copy of class notes �Don’t count spelling on history, science, or other similar tests �Allow alternative forms for book reports �Allow use of laptop for in-class essays, note taking �Teach students to use logic rather than rote memory
Websites for More Info American Speech-Language-Hearing Association http: //www. asha. org/ LD Online http: //www. ldonline. org/index. php
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