Language-based learning disability: Difference between revisions

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{{refimprove|date=November 2012}}

'''Language-based learning disabilities''' or '''LBLD''' are "[[Heterogenous|heterogeneous]]" disorders associated with young children that affect their academic skills such as listening, [[reasoning]], speaking, reading, writing, and maths calculations.<ref name="Vinson2006">{{cite book|author= Vinson, Betsy Partin.|title= Language Disorders Across the Lifespan|publisher=Cengage Demar|___location=Belmont|year=2006|isbn= 1-4180-0954-7}}</ref> It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age. Most of the children with this disorder find it hard to communicate, to express ideas efficiently and whatever they say can 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 caused by brain damage<ref name="Vinson2006" /> or a structural development of brain usually at birth. It is often hereditary, and is frequently associated to specific language problems.<ref name="asha.org">http://www.asha.org/public/speech/disorders/LBLD.htm</ref><br />

There are two types of learning disabilities: non-verbal, which includes disabilities from psychomotor difficulties to [[dyscalculia]], and verbal, language based.<ref>http://www.parentinged.com/learning-disabilities/An-Introduction-To-Language-Based-Learning-Disabilities.html</ref><ref>American Speech-Language-Hearing Association</ref>

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==Prevalence==

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, 70-8070–80% have a discrepancy in reading.<ref>http://www.verticylearning.org/lld-facts-and-resources.html</ref>

==Diagnosis==

A [[speech-language pathologist]] (SLP), [[psychologist]], [[social worker]], and sometimes [[neurologist]] work together or individually to find the proper diagnosis for children with LBLD. Additionally, they evaluate speaking, listening, reading, and written language for children who have LBLD.

* SLPs evaluate the child's comprehension skills, and the child’schild's ability to follow verbal and written directions. Also, they look for responsiveness, and see if the child recognizes familiar signs or holds a book correctly and they look for whether the child knows and/or writes letters, and names.

* 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}}</ref>

'''===Dyslexia'''===

[[Dyslexia]] is a common Learning- Based Learning Disability. Dyslexia can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech and can exist along with other related disorders.<ref>http://ldaamerica.org/types-of-learning-disabilities/dyslexia/</ref> The greatest difficult those with the disorder have is with spoken and the written word. These issues present pertain but are not limited to:

→Expressing*Expressing ideas clearly, as if the words needed are on the tip of the tongue but won't come out.

→Letters*Letters and numbers

→Learning*Learning the alphabet

→Letters and numbers

→Mixing*Mixing up the order of numbers that are a part of math calculations

*Spelling

→Learning the alphabet

→Memorizing*Memorizing the [[times tables]]

→Telling*Telling time <ref name="asha.org"/>

→Mixing up the order of numbers that are a part of math calculations

→Spelling

→Memorizing the [[times tables]]

→Telling time <ref name="asha.org"/>

==Prognosis==

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==Treatment==

Special education 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’schild's needs through the Individual Education Plan (IEP). In this program teachers and parents work together to monitor the progress of the child’schild'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.

==See also==

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*[[Developmental verbal dyspraxia]]

*[[Specific language impairment]]

==References==

{{reflist|2}}

==External links==

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*[http://www.margaretkay.com/Autism.htm Autism Spectrum Disorders].

*[http://www.margaretkay.com/Dysgraphia.htm Dysgraphia].

==References==

{{reflist|2}}

{{Dyslexia and specific developmental disorders}}