Topic
Language-based learning disability
About: Language-based learning disability is a research topic. Over the lifetime, 7 publications have been published within this topic receiving 86 citations. The topic is also known as: LBLD.
Papers
TL;DR: Results suggest that dyslexic children are able to use their linguistic competence and their own background knowledge to minimize the effects of their decoding deficit, especially at the highest text processing levels, and suggest that there are differences between these two clinical populations in the non-phonological dimensions of language.
Abstract: Purpose: To study reading comprehension performance profiles of children with dyslexia as well as language-based learning disability by means of retelling tasks. Method: 105 children from second to fifth grades of elementary school were gathered into six groups: Dyslexia group (D; n=19), Language-based learning disability group (LBLD; n=16); their respective control groups paired according to different variables - age, gender, grade and school system (public or private) (D-control and LBLD-control); and other control groups paired according to different reading accuracy (D-accuracy; LBLD-accuracy). All of the children read an expository text and orally retold the story as they understood it. The analysis quantified propositions (main ideas and details) and retold links. A retelling reference standard (3-0) was also established from the best to the worst performance. We compared both clinical groups (D and LBLD) with their respective control groups by means of Mann-Whitney tests. Results: D showed the same total of propositions, links and reference standards as D-control, but performed better than D-accuracy in macro structural (total of links) and super structural (retelling reference standard) measures. Results suggest that dyslexic children are able to use their linguistic competence and their own background knowledge to minimize the effects of their decoding deficit, especially at the highest text processing levels. LBLD performed worse than LBLD-control in all of the retelling measures and LBLD showed worse performance than LBLD-accuracy in the total retold links and retelling reference standard. Those results suggest that both decoding and linguistic difficulties affect reading comprehension. Moreover, the linguistic deficits presented by LBLD students do not allow these pupils to perform as competently in terms of text comprehension as the children with dyslexia do. Thus, failure in the macro and super-structural information processing of the expository text were evidenced. Conclusion: Each clinical group showed a different retelling profile. Such findings support the view that there are differences between these two clinical populations in the non-phonological dimensions of language.
22 citations
1 Jan 2006
TL;DR: In this paper, the authors focus on the physiologic processes thought to underlie the perception of auditory aspects that fall within the realm of central auditory processing disorder (APD) and present evidence for training-related neural plasticity of these processes.
Abstract: (Central) auditory processing disorder (abbreviated here APD) is defined as a deficit in the processing of auditory information, despite normal hearing thresholds, that primarily involves the auditory modality (ASHA, 2005; Jerger & Musiek, 2000). This umbrella definition encompasses a wide variety of perceptual and cognitive manifestations. APD thus cannot be reduced to a single anatomic site or impaired process in the auditory system. The question of whether such a nonspecific definition can really benefit research, diagnosis, and treatment notwithstanding, in this chapter we will focus on the physiologic processes thought to underlie the perception of auditory aspects that fall within the realm of APD. We will review evidence for specific physiologic processes and anatomic sites contributing to normal and abnormal auditory processing. In particular we review studies of the physiology and anatomy of: (1) auditory temporal processing , (2) auditory perception in noise, (3) representation and discrimination of acoustic features and (4) binaural processing. We also present evidence for (5) training-related neural plasticity of these processes where such evidence exists, focusing on training studies aimed at populations with symptoms of APD. The physiologic processes reviewed here with their accompanying perceptual correlates are summarized in Table 4–1. To our knowledge, physiologic and anatomic studies of APD diagnosed populations have been rare. On the other hand, many studies have focused on auditory processing in populations diagnosed with language-based learning disabilities (e.g., specific language impairment [SLI] and
4 citations
Journal Article•
TL;DR: The Wilson Reading System (WRS) as mentioned in this paper has been adapted for braille literacy development because it emphasizes fluency and comprehension, but no quantitative changes in braille decoding and fluency using the WRS have been established.
Abstract: Visually driven and braille driven reading share common language attributes, yet the skills, cognitive load, and sensory system processing required to perform either task are dramatically different. Despite the significant differences in the processes of braille and print reading, traditional approaches to developing braille literacy have primarily relied upon adaptations of approaches used to establish sighted literacy. Furthermore, little research has investigated the effectiveness of these strategies for students who read braille. The outcomes, however, are clear; braille readers struggle to develop effective decoding and fluency skills. One promising literacy program, called the Wilson Reading System (WRS), has been adapted for braille literacy development because it emphasizes fluency and comprehension. Recent research suggests positive qualitative outcomes using the WRS for students with visual impairments. However, no quantitative changes in braille decoding and fluency using the WRS have been established. This study extends previous findings to assess the effectiveness of the WRS on decoding ability, comprehension, oral fluency rate, and reading motivation in a braille-reading student with a language-based learning disability. Results demonstrate an increase in decoding ability, comprehension, reading motivation, but no sign of improvement in oral reading fluency.
2 citations
1 Jan 2019
TL;DR: In this article, a literature review connects how identity development during adolescence in a school setting is impacted by the social and emotional effects of having a language-based learning disability and identifies the areas of potential growth within the current approaches such as understanding differences within the population, giving agency to the clients, and understanding clinician power dynamics.
Abstract: Over the past few years there has been a growth in research about the social and emotional effects of having a language-based learning disability. However, most of the interventions and assessments used with this population still primarily focus on the academic effects and do not always recognize the connection between the two. This literature review connects how identity development during adolescence in a school setting is impacted by the social and emotional effects of having a language-based learning disability. Individuals who experience learning difficulties often also experience internal and external academic criticism causing a decrease in self-esteem and an increase in anxiety and depressive symptoms. Dance/movement therapy can be used to enhance interventions and assessments in order to address cognitive, emotional, somatic, and social aspects of this population by allowing individuals to express internal states nonverbally, allowing individuals to feel seen, and creating safety and structure. This review also identifies the areas of potential growth within the current approaches such as understanding differences within the population, giving agency to the clients, and understanding clinician power dynamics. Dance/movement therapy strategies such as nonverbal communication, mindfulness, and the use of imagery can help to address some of these areas of potential growth. Further collaborative research among clients, families, clinicians, and teachers will be necessary in order to create assessments that are inclusive and use the strengths of the individual.
1 citations
1 Jul 2006
TL;DR: The planning, analysis and design of an e-learning courseware to teach dyslexics to read using the ‘picture thinking’ model and multisensory approach to the best of their ability is focused on.
Abstract: Dyslexia is a language based learning disability resulting in people experiencing
difficulties in reading, spelling, writing and speaking. These problems are sometimes
compounded by short term memory difficulties, a lack of organisational skills and
time management issues which all have an impact on learning. This paper focuses on
the planning, analysis and design of an e-learning courseware to teach dyslexics to
read using the ‘picture thinking’ model. The development of this e-learning
courseware involves transforming the traditional content of printed books from
passive prints and illustrations into interactive multimedia content. The interactive
multimedia content will focus on clear presentation of materials, good navigational
assistance and a variety of multimedia options to tap into visual, auditory and
kinaesthetic skills to support dyslexics. The targeted users will be children with
dyslexia and pre-schoolers aged 5 to 7 learning to read Bahasa Melayu. A successful
implementation of this courseware will be useful to the dyslexic learners as it will use
picture thinking model and multisensory approach to the best of their ability instead of
approaching them with the same teaching approaches used to teach their non- dyslexic
counterparts.
1 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2019 | 2 |
| 2017 | 1 |
| 2016 | 1 |
| 2013 | 1 |
| 2006 | 2 |