Language-based learning disability: Difference between revisions

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{{Short description|Type of learning disability}}

{{refimprovemore citations needed|date=November 2012}}

'''Language-based learning disabilities''' or '''LBLD''' are "[[Heterogenous|heterogeneous]]" neurological differences that can affect skills such as listening, [[reason]]ing, speaking, reading, writing, and math calculations.<ref name="Vinson2006">{{cite book|author= Vinson, Betsy Partin.|title= Language Disorders Across the Lifespan|publisher=Cengage Demar|___location=Belmont|year=2006|isbn= 978-1-4180-0954-0}}</ref> 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<ref>M.B. Aria. Learn How To Be A Better Parent And Raise Healthy Happy Children</ref>

It is <ref name="Vinson2006" /> a neurological difference. It is often hereditary, and is frequently associated to specific language problems.<ref name="asha.org">{{cite web | url= http://www.asha.org/public/speech/disorders/LBLD.htm|title=Language-Based Learning Disabilities (Reading, Spelling, and Writing) | publisher=American Speech-Language-Hearing Association (ASHA) | accessdate=August 16, 2016}}</ref>

There are two types of learning disabilities: non-verbal, which includes disabilities from psychomotor difficulties to [[dyscalculia]], and verbal, language based.<ref>{{cite web | url=http://www.parentinged.com/learning-disabilities/An-Introduction-To-Language-Based-Learning-Disabilities.html | title=An Introduction To Language Based Learning Disabilities | work=www.parentinged.com | accessdate=August 16, 2016 | archive-date=March 3, 2016 | archive-url=https://web.archive.org/web/20160303195532/http://www.parentinged.com/learning-disabilities/An-Introduction-To-Language-Based-Learning-Disabilities.html | url-status=dead }}</ref><ref>American Speech-Language-Hearing Association</ref>

==Symptoms==

LBLD consists of [[dyscalculia]] which comprises the reading of numbers sequentially, learning the time table, and telling time;<ref>{{cite book|author=Lerner, Janet W.|title=Learning disabilities: theories, diagnosis, and teaching strategies|publisher=Houghton Mifflin|___location=Boston|year=2000|isbn=978-0-395-96114-8|url-access=registration|url=https://archive.org/details/learningdisabili0005lern}}</ref>

[[dyslexia]]; and difficulties associated with written language such as trouble learning new vocabulary, letters and [[alphabets]]. [[Auditory processing disorder]]s 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 .<ref>{{cite book|author1=Neuman, Susan B. |author2=David K. Dickinson.|title= Handbook of Early Literacy Research|publisher= Guilford Publications|___location=Minneapolis|year=2006|isbn= 1 -5938-5184-7}}</ref>

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<ref>{{cite journal| doi = 10.1111/1469-7610.00674|author1=G.M. McArthur |author2=J.H. Hogben |author3=V.T. Edwards | year = 2000| title = On the "specifics" of specific reading disability and specific language impairment.| journal = Journal of Child Psychology and Psychiatry| volume = 41| pages = 869–874| pmid = 11079429| issue = 7|display-authors=etal| doi-access = free}}</ref>

Difficulties associated with [[motor skill]]s include difficulty telling left from right which is part of [[developmental coordination disorder|motor incoordination]], visual perceptual problems, and memory problem<ref>{{cite book|author= Paul, Rhea, Pamela Bruni, and Ayub Balweel.|title= Language Disorders from Infancy Through Adolescence: Assessment and Intervention|publisher= Mosby|___location=St. Louis|year=2006|isbn= 978-0-323-03685-6}}</ref>

==Prevalence==

[[File:Learning disability.jpg|alt=brown background, with white letter tiles|thumb|Learning disability word tile]]

15–20% of the children in the United States have a language-based learning disability. Of the students with specific learning disabilities receiving special education services, 70–80% have a discrepancy in reading.<ref>{{cite web | url=http://www.verticylearning.org/language-based-learning-differences-resources | title=Resources for Language-based Learning Differences | work=Verticy Learning | archiveurl=https://web.archive.org/web/20091015101402/http://www.verticylearning.org/language-based-learning-differences-resources | archivedate=October 15, 2009}}</ref>

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).<ref name=":03">{{Cite web |title=Language-Based Learning Disability: What to Know {{!}} LD OnLine |url=https://www.ldonline.org/ld-topics/writing-spelling/language-based-learning-disability-what-know |access-date=2022-11-21 |website=www.ldonline.org |language=en}}</ref> Although various research has been conducted, determining the prevalence of LBLD is difficult, affecting approximating every 1 in 10 children.<ref name=":1">{{Cite journal |last=McDowell |first=Michael |date=4 July 2018 |title=Specific Learning Disability |journal=Journal of Paediatrics and Child Health |volume=54 |issue=10|pages=1077–1083 |doi=10.1111/jpc.14168 |pmid=30294983 |s2cid=52932537 |doi-access=free }}</ref> Of the students with specific learning disabilities receiving special education services, 70–80% have a discrepancy in reading.<ref>{{cite web | url=http://www.verticylearning.org/language-based-learning-differences-resources | title=Resources for Language-based Learning Differences | work=Verticy Learning | archiveurl=https://web.archive.org/web/20091015101402/http://www.verticylearning.org/language-based-learning-differences-resources | archivedate=October 15, 2009}}</ref> LBLD significantly affect one's ability to partake in accurate reading comprehension, phonetic awareness and linguistic deficits.<ref>{{Cite journal |last1=Kida |first1=Adriana de S. B. |last2=Ávila |first2=Clara R. B. de |last3=Capellini |first3=Simone A. |date=2016 |title=Reading Comprehension Assessment through Retelling: Performance Profiles of Children with Dyslexia and Language-Based Learning Disability |journal=Frontiers in Psychology |volume=7 |page=787 |doi=10.3389/fpsyg.2016.00787 |pmid=27313551 |pmc=4887488 |issn=1664-1078|doi-access=free }}</ref> 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.<ref name=":03" /> Language-based learning disabilities are not a new phenomenon, however prevalence and diagnoses have developed through investigation and research.<ref name=":1" />

==Diagnosis==

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* Social workers obtain literacy history from the home, and then observe the child during classroom activities, they look for social interactions.

* Psychologists review a child's [[Phonology|phonological]] memory by having him or her repeat series of words, numbers, letters, and sounds. They also look for response from the child to environmental and social factors.

* Neurologists look for motor skills, brain functions which include visual and auditory perception.<ref>{{cite journal|author1=M.F. Joanisse |author2=F.R. Manis |author3=P. Keating |author4=M.S. Seidenberg | year = 2000| title = Language Deficits in Dyslexic Children: Speech Perception, Phonology, and Morphology.| journal = Journal of Experimental Child Psychology| volume = 77| pages = 30–60| pmid = 10964458| issue = 1| doi = 10.1006/jecp.1999.2553|citeseerx=10.1.1.55.2655 |s2cid=8629386 }}</ref>

===Dyslexia===

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==Prognosis==

LBLD can be an enduring problem. Some people might experience overlapping learning disabilities that make improvement problematic.<ref>{{Cite journal |last1=Mayes |first1=Susan D. |last2=Calhoun |first2=Susan L. |last3=Crowell |first3=Errin W. |date=2000–2009 |title=Learning Disabilities and ADHD: Overlapping Spectrum Disorders |url=http://journals.sagepub.com/doi/10.1177/002221940003300502 |journal=Journal of Learning Disabilities |language=en |volume=33 |issue=5 |pages=417–424 |doi=10.1177/002221940003300502 |pmid=15495544 |s2cid=144958989 |issn=0022-2194|url-access=subscription }}</ref> Others with single disabilities often show more improvement. Most subjects can achieve literacy via coping mechanisms and education.

==Treatment==

[[SeparateSpecial classroom]]seducation 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.