Language-based learning disability: Difference between revisions

Revision as of 22:05, 1 January 2021

Revision as of 15:05, 18 September 2022

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==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>

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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===