Language-based learning disability: Difference between revisions

Revision as of 01:49, 1 April 2018

Revision as of 19:34, 15 February 2019

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{{refimprove|date=November 2012}}

'''Language-based learning disabilities''' or '''LBLD''' are "[[Heterogenous|heterogeneous]]" neurological differences that can affect skills such as listening, [[reasoning]], 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= 978-1-4180-0954-70}}</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>

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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=978-0-395-96114-98}}</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}}</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==

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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 }}</ref>

===Dyslexia===