Communication competence in reading and learning disabilities

Abstract

The evidence indicates that learning-disabled children show pervasive and enduring language problems across a wide variety of language tasks. The studies suggest that the problems experienced by learning and reading-disabled children may fall into the categories of phonology, syntax, semantics, and pragmatics as well as nonverbal communication. In terms of nonverbal communication, these children are less accurate in interpreting nonverbal auditory and visual cues. In phonology, it appears that they are less skilled in detecting the segments of single words and thus have difficulty establishing phoneme to grapheme correspondence. In the area of syntax, learning-disabled males are less skilled in dealing with inflection and the comprehension and creation of complex sentences. In semantics, they are less adequate than nondisabled children in defining words, creating sentences, and classifying objects into categories. They show less adequate sentence production, are less skilled at recognizing their errors, and are significantly slower in generating verbal responses. Finally, there is one study that suggests that learning-disabled children may be discriminated by their use of language in social situations.