Language-based learning disability: Difference between revisions

Revision as of 19:44, 21 March 2013

Revision as of 11:57, 4 April 2013

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==Symptoms==

ItLBLD consists of dyslexia 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=0-395-96114-9}}</ref>

There are also difficulties associated with written language such as trouble learning new vocabulary, letters and [[alphabets]]. 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|author= Neuman, Susan B., and 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| author = G.M. McArthur, J.H. Hogben, V.T. Edwards, et al.| 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}}</ref>