Language-based Learning Disabilities Research Articles

Early predictors in language-based learning disabilities: a bibliometric analysis.

Language-based learning disabilities (LBLD) refers to a spectrum of neurodevelopmental-associated disorders that are characterized by cognitive and behavioral differences in comprehending, processing and utilizing spoken and/or written language. The focus of this work was on identifying early predictors of three main specific LBLD including dyslexia, dyscalculia, and dysgraphia. The Web of Science (WoS) was searched for literature related to (neurocognitive, neurophysiological, and neuroimaging) measurements used to identify early predictors of LBLD from 1991 to 25 October 2021. A retrospective bibliometric analysis was performed to analyze collaboration among countries, institutions, authors, publishing journals, reference co-citation patterns, keyword co-occurrence, keyword clustering, and burst keywords using Biblioanalytics software. In total, 921 publications related to the identification of LBLD using (neurocognitive, neurophysiological, and neuroimaging) modalities were included. The data analysis shows a slow growth in research on the topic in the 90s and early 2000 and growing trend in recent years. The most prolific and cited journal is Neuroimage, followed by Neuropsychologia. The United States and Finland's Universities Jyvaskyla and Helsinki are the leading country and institution in this field, respectively. "Neuroimaging," "brain," "fMRI," "cognitive predictor," "comorbidity," "cortical thickness" were identified as hotspots and trends of (neurocognitive, neurophysiological, and neuroimaging) modalities in the identification of LBLD. Early predictors of LBLDs would be useful as targets for specific prevention and intervention programs to be implemented at very young ages, which could have a significant clinical impact. A novel finding of neuroimaging predictors combined with neurocognitive and neuropsychological batteries may have implications for future research.

How Do Intermediate Grade Students With and Without Language-Based Learning Disabilities Use Noun Phrases in Narrative Writing?

Noun phrase usage and elaboration is an important feature of literate language. In this study, we described noun phrase usage and elaboration in the narrative writing samples of intermediate grade students with and without language-based learning disabilities. Narrative writing samples from 64 students in fourth through sixth grades were coded for five types of noun phrases using coding procedures adapted from prior research. Noun phrase ratios (NPR) were calculated for each type of noun phrase evaluated in the study. NPRs represented the proportion of noun phrases to total clauses produced in the sample. Students in this study included all five types of noun phrases in their narrative writing to varying degrees. Between-group differences were observed in the frequency of complex noun phrase usage. Significant relationships between NPRs, analytic writing measures, and a standardized reading measure were observed. Noun phrase usage is an important consideration for both theoretical and clinical purposes. Findings from this study are related to theoretical models of writing and levels of language frameworks. The clinical relevance for noun phrase assessment and intervention for intermediate grade students with language-based learning disability is discussed.

Attending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities

Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in developing successful interventions, the role that these factors play in vocabulary interventions designed specifically for students with learning disabilities has not yet been sufficiently considered. In this review, we synthesized the extant literature regarding when and how motivational components are addressed in vocabulary interventions for P–12 students with or at risk for learning disabilities. We found that successful vocabulary intervention programs for this student population most frequently address motivation through the constructs of goal setting and interest. Furthermore, operationalizing terms such as “motivation” (and related constructs) using theories established in the field of educational psychology may allow researchers to develop interventions that have positive, long-lasting impact by encouraging students with learning disabilities to persist at challenging tasks and by enabling them to more clearly see linkages between vocabulary learning and their personal and career goals.

Risk and resilience correlates of reading among adolescents with language-based learning disabilities during COVID-19

Students with language-based learning disabilities (LBLD) can face elevated socio-emotional well-being challenges in addition to literacy challenges. We examined the prevalence of risk and resilience factors among adolescents with LBLD (N = 93), ages 16–18, and the association with reading performance during the COVID-19 pandemic. Data were collected at the start and end of the first fully remote academic year of COVID-19 (2020–2021). Participants completed standardized word and text reading measures, as well as self-report surveys of executive functions (EF), and socio-emotional skills associated with resilience (grit, growth mindset, self-management, self-efficacy, and social awareness) or risk (anxiety, depression, COVID-19 related PTSD, and perceived COVID-19 impact). Survey data at the start of the school year (Time 1) captured three underlying factors associated with socioemotional risk, socioemotional resilience, and regulation (i.e., EF). Path analyses revealed that students’ Time 2 oral reading scores were significantly and uniquely predicted by socioemotional resilience, even when controlling for word-level reading at Time 1. Socioemotional risk, EF, and perceived COVID-19 impact were not directly related to Time 2 oral reading scores; however, students’ resilience mediated the associations between risk and reading outcomes. These results demonstrate that adolescents’ mental health concerns, self-regulatory ability, and socioemotional resilience were all associated with their experiences of the COVID-19-related stress. However, despite the high-risk context of the pandemic, and socio-emotional challenges faced by students with LBLD, our findings indicate that resilience directly predicts end-of-year reading outcomes and mediates the impact of socioemotional risk on achievement.

Clinical, Cognitive and Neurodevelopmental Profile in Tetrasomies and Pentasomies: A Systematic Review.

Background: Sex chromosome aneuploidies (SCAs) are a group of disorders characterised by an abnormal number of sex chromosomes. Collective prevalence rate of SCAs is estimated to be around 1 in 400-500 live births; sex chromosome trisomies (e.g., XXX, XXY, XYY) are most frequent, while tetra- and pentasomies (e.g., XXXX, XXXXX, XXXY, XXXXY) are rarer, and the most common is 48, XXYY syndrome. The presence of additional X and/or Y chromosomes is believed to cause neurodevelopmental differences, with increased risk for developmental delays, language-based learning disabilities, cognitive impairments, executive dysfunction, and behavioural and psychological disorders. Aim of the Study: Our review has the purpose of analysing the neurocognitive, linguistical and behavioural profile of patients affected by sex chromosomes supernumerary aneuploidies (tetrasomy and pentasomy) to better understand the specific areas of weakness, in order to provide specific rehabilitation therapy. Methods: The literature search was performed by two authors independently. We used MEDLINE, PubMed, and PsycINFO search engines to identify sources of interest, without year or language restrictions. At the end of an accurate selection, 16 articles fulfilled the inclusion and exclusion criteria. Results and Conclusions: International literature has described single aspects of the neuropsychological profile of 48, XXYY and 49, XXXXY patients. In 48, XXYY patients, various degrees of psychosocial/executive functioning issues have been reported and there is an increased frequency of behavioural problems in childhood. Developmental delay and behavioural problems are the most common presenting problems, even if anxiety, depression and oppositional defiant disorder are also reported. They also show generalized difficulties with socialization and communication. Cognitive abilities are lower in measures of verbal IQ than in measures of performance IQ. Visuospatial skills are a relative strength compared to verbal skills. In patients with 49, XXXXY, both intellectual and adaptive functioning skills fall into the disability range, with better non-verbal cognitive performance. Speech and language testing reveals more deficits in expressive language than receptive language and comprehension. Anxiety, thought problems, internalizing and externalizing problems, and deficits in social cognition and communication are reported. Behavioural symptoms lessen from school age to adolescence, with the exception of thought problems and anxiety. Individuals affected by sex chromosome aneuploidies show testosterone deficiency, microorchidism, lack of pubertal progression and infertility. Hormone replacement therapy (HRT) is usually recommended for these patients: different studies have found that testosterone-based HRT benefit a wide range of areas initiated in these disorders, affecting not only neuromotor, cognitive and behavioural profile but also structural anomalies of the brain (i.e., increase of volume of grey temporal lobe matter). In conclusion, further studies are needed to better understand the neuropsychological profile with a complete evaluation, including neurocognitive and psychosocial aspects and to establish the real impact of HRT on improving the cognitive and behavioural profile of these patients.

EP089: 47, XXY: Mathematic capabilities and the impact of Hormonal Replacement Treatment (HRT)

47,XXY, also known as Klinefelter syndrome, is the most frequently occurring sex chromosome aneuploidy with an incidence of approximately 1:600 live male births. It is medically characterized by hypogonadism, azoospermia, micropenis, and tall stature. The neurodevelopmental phenotype includes speech and motor delay, language-based learning disabilities, executive dysfunction, reduced expressive language, and increased risk for anxiety. Academic achievement for reading and writing has been shown to be largely impacted in school-aged males with 47,XXY. For example, an early study reported an increased risk for dyslexia due to challenges in processing speed, language, and memory despite intact intelligence quotients (IQ). Further, a more recent study revealed mastering school curricula often requires special education intervention. Math-related achievement, however, is a component of the 47,XXY neurodevelopmental profile that has been largely overlooked. There are a few studies that have indirectly demonstrated reduced arithmetic capabilities in 47,XXY compared to neurotypical controls, but none have delineated the specific mathematical skillsets that are impacted by a supernumerary X. Thus, we aimed to expand on this paucity of literature by comprehensively examining mathematical skills in school-aged males with 47,XXY. Further, though consistent in symptomatology, the phenotype is widely variable in severity depending on factors such as timing of diagnosis, family learning disability (FLD), and access to treatment. The potential profound benefits of Hormonal Replacement Therapy (HRT), or the administration of testosterone enanthate, on neurodevelopmental challenges in males with 47,XXY have been well-documented. In school-aged males specifically, HRT has been associated with increased expressive ability, working memory, and executive function. Therefore, we also explored the potential effect of HRT on mathematical achievement in our cohort. Our cohort consisted of 111 prenatally diagnosed school-aged males with 47,XXY (CA: 133 months). Those who were postnatally diagnosed, presented with mosaicism or other copy number variants (CNVs), or had a positive family history of learning disabilities were excluded from this study. An in-depth history was recorded in which HRT statuses were obtained. All participants were assessed by their respective pediatric endocrinologists who determined HRT administration. Study participants completed the KeyMath-3 and Wechsler Intelligence Scale for Children, 4th or 5th Edition (WISC-IV/V). For the purpose of this study, only the Arithmetic subtest was used. To investigate the potential effect of HRT on mathematical skills, participants were bifurcated into untreated (No-T, N=22) and treated (T, N=89) groups. A two-tailed t-test determined statistically significant group differences on each assessment, if any. Participants showed no significant differences on any demographic scales including maternal and paternal age (p=0.97 and p=0.19, respectively), birthweight (p=0.90), delivery method (p=0.79), race (p=0.55), or socioeconomic status (p=0.88). Significant effect of treatment was observed on several mathematical subtests of the KeyMath-3 including Numeration (p=0.005), Algebra (p=0.03), Geometry (p=0.03), Mental Computation and Estimation (p=0.005), Multiplication and Division (p=0.03), and Foundations of Problem Solving (p=0.05). The T group also demonstrated significantly increased scores on the Operations (M=115.28, p=0.004) and Total Test (M=116.38, p=0.01) areas compared to the No-T group (M=103.65 and M=106.62, respectively). Additionally, while not statistically significant, the T group exhibited higher average scores on the rest of the subtests and areas including Measurement (M=12.88), Data Analysis (M=12.40), Basic Concepts (M=117.03), Addition and Subtraction (M=12.55), Applied Problem Solving (M=12.21), and Applications (M=112.61) compared to the No-T group (M=11.95, M=11.55, M=110.90, M=11.11, M=11.18, and M=106.29, respectively). On the WISC-IV/V Arithmetic subtest, the T group (M=115.28, SD=2.72) did demonstrate a higher mean with less variability than the No-T group (M=115.28, SD=3.67), though not quite statistically significant (p=0.06). Our findings are the first to shed light on the mathematical profile of treated and untreated school-aged males with 47,XXY. Our observations of reduced scores in the untreated group corroborates a past study describing a proposed susceptibility to mathematics disability in this population. Other previous studies have documented the similar cognitive mechanisms shared between math disability and reading disability, as well as the increased risk of comorbidity. However, the neurodevelopmental profile for males with 47,XXY is usually restricted to only include language-based learning disability. Our findings suggest the phenotype may be expanded to include all learning disabilities, including those math-related.

Grammatical Verb Errors: Differences Between English Learners With and Without Diagnosed Language-Based Learning Disabilities.

This study examines the written language samples of fifth grade English learner (EL) students with and without diagnosed language-based learning disabilities (LLDs) in an effort to explore the utility of such supplemental materials for aiding in differential diagnosis of ELs with and without LLDs. This sample of 127 fifth grade students consisted of ELs without identified disabilities (n = 89) and ELs diagnosed with LLDs (n = 38). Written language samples from a classroom-based expository writing task were coded for grammaticality and specific verb type of errors. An analysis of variance (ANOVA) between the groups that differed by language abilities was conducted at two time points to compare the frequency of errors and the average change in grammaticality from the beginning of the school year to the end of the school year. EL students with and without LLDs performed similarly at the beginning of the school year. ELs without LLDs showed greater average change in accuracy across the school year. Significantly, higher proportions of verb tense and verb omission errors were demonstrated by ELs with LLDs when compared with their EL peers at the end of the school year. Overall grammatical accuracy was also lower for ELs with LLDs. Group differences at the end of the school year were confirmed in types and rate of verb errors. Results support the potential clinical utility of monitoring verb errors in writing samples over time as a supplemental tool in diagnostic evaluations and assessments for progress monitoring.

Klinefelter Syndrome and Turner Syndrome.

1. Carole Samango-Sprouse, EdD*,†,‡ 2. Sophia Q. Song, BA‡ 3. Angela E. Lin, MD§ 4. Cynthia M. Powell, MD¶ 5. Andrea L. Gropman, MD*,** 1. *George Washington University, Washington, DC 2. †Florida International University, Miami, FL 3. ‡Department of Research, The Focus Foundation, Davidsonville, MD 4. §Massachusetts General Hospital for Children, Boston, MA 5. ¶University of North Carolina at Chapel Hill, Chapel Hill, NC 6. **Children’s National Medical Center, Washington, DC Sex chromosome aneuploidy (SCA) syndromes refer to disorders with an abnormality of sex chromosome number. The most common are Klinefelter syndrome (KS), resulting from the gain of an X chromosome in males, and Turner syndrome (TS), reflecting the loss of an X chromosome or the presence of a structurally different X chromosome in females. Whereas most patients with KS have nonmosaic 47,XXY, only 40% of women with TS have 45,X; the remainder have a variety of mosaicisms. The syndromes also contrast in that males with KS are characteristically tall, whereas females with TS are typically short unless they receive hormonal treatment. Despite efforts to increase awareness, KS and TS are often underdiagnosed, leading to delayed care. Only 25% of men with KS are ever diagnosed, with fewer than 10% detected prenatally, and with a median age of 27 years for those identified later in life. For TS, the median age at diagnosis is 6.6 years. Although not exclusively, optimal neurocognitive outcomes depend on the timing of diagnosis and access to early targeted treatment, so fortunately the recent development of noninvasive prenatal screening is increasing the early identification of these disorders dramatically. Pediatricians should be aware of signs that allow for early detection, and the importance of prompt referral for testing and therapy. KS occurs in 1 in 660 live births, representing the most common SCA. Affected males have androgen deficiency, which affects endocrine, central nervous system, and neurodevelopmental function. Characteristics include increased height, clinodactyly of the fifth finger, pes planus, and hypogonadism manifesting as …

Towards a South African model of language-based learning disability.

BackgroundThis conceptual article is inspired by the first phase of a doctoral research project that aimed to develop and validate a bilingual language assessment test for IsiZulu-English-speaking children in grades 1, 2 and 3 with language-based learning disabilities (L-b LDs) in South Africa.ObjectivesPhase 1, systematic literature review, pretesting and formulating of a theoretical framework, with the aim to determine early indicators of L-b LDs; this is important for developing a clinical language test as it determines its constructs.MethodThematic analysis was used to develop the models.ResultsThis article reviews the literature on indicators and definitions of L-b LD, introduces models that were developed in the study to conceptualise L-b LD and discusses implications for language test development.ConclusionThe models provided in this article conceptualise L-b LD and identify its early indicators. The application of these models in both educational and clinical settings is proposed for differentiation of L-b LD.

Familial inheritance of the 3q29 microdeletion syndrome: case report and review

BackgroundThe chromosome 3q29 microdeletion syndrome is characterized by a clinical phenotype that includes behavioral features consistent with autism and attention deficit hyperactivity disorder, mild to moderate developmental delay, language-based learning disabilities, and/or dysmorphic features. In addition, recent data suggest that adults with chromosome 3q29 microdeletions have a significantly increased risk for psychosis and neuropsychiatric phenotypes.Case presentationWe report a 3-year-old male with global developmental delay, anemia, and mild dysmorphic facial features. Clinical chromosomal microarray (CMA) testing of the proband detected a heterozygous 1.21 Mb deletion at chromosome 3q29, consistent with a diagnosis of the 3q29 microdeletion syndrome. Interestingly, subsequent parental testing determined that the pathogenic deletion was inherited from his otherwise healthy mother who had a history of learning disabilities. The chromosome 3q29 microdeletion was not detected in the healthy older sibling of the proband by CMA testing, nor was it prenatally detected in a subsequent maternal pregnancy.ConclusionOur report highlights the 3q29 microdeletion syndrome as an illustrative example of the importance of a molecular diagnosis for families that harbor pathogenic copy number aberrations with variable expressivity, in particular those that also impart an increased risk for adult onset neuropsychiatric phenotypes.

Prevalence of Mathematical and Visuospatial Learning Disabilities in Patients With Posterior Cortical Atrophy

Increased prevalence of language-based learning disabilities (LDs) has been previously reported in patients with primary progressive aphasia (PPA). This study hypothesized that patients with focal neurodegenerative syndromes outside the language network, such as posterior cortical atrophy (PCA), would have a higher rate of nonlanguage LDs, congruent with their mainly visuospatial presentation. To investigate the prevalence and type of LD (language and/or mathematical and visuospatial) in a large cohort of patients with PCA compared with patients with logopenic variant PPA (lvPPA) and amnestic Alzheimer disease (AD). This case-control study reviewed 279 medical records from a university-based clinic and research center for patients with neurodegenerative diseases for LD history, including patients with PCA (n = 95), patients with lvPPA (n = 84), and a matched cohort with amnestic AD (n = 100). No records were excluded. The study compared cognitive and neuroimaging features of patients with PCA with and without LDs. A review of the records of patients presenting from March 1, 1999, to August 31, 2014, revealed 95 PCA cases and 84 lvPPA cases. Then 100 patients with amnestic AD from this same period were chosen for comparison, matching against the groups for age, sex, and disease severity. Data analysis was performed from September 8, 2013, to November 6, 2017. Prevalence of total LD history and prevalence of language and mathematical or visuospatial LD history across all cohorts. A total of 179 atypical AD cases (95 with PCA and 84 with lvPPA) and 100 disease control cases (amnestic AD) were included in the study. The groups were not statistically different for mean (SD) age at first visit (PCA, 61.9 [7.0] years; lvPPA, 65.1 [8.7] years; amnestic AD, 64.0 [12.6] years; P = .08), mean (SD) age at first symptom (PCA, 57.5 [7.0] years; lvPPA, 61.1 [9.0] years; amnestic AD, 59.6 [13.7] years; P = .06), or sex (PCA, 66.3% female; lvPPA, 56.0% female; amnestic AD, 57.0% female; P = .30) but differed on non-right-hand preference (PCA, 18.3%; lvPPA, 20.2%; amnestic AD, 7.7%; P = .04), race/ethnicity (PCA, 88.3% white; lvPPA, 99.0% white; amnestic AD, 80.0% white; P < .001), and mean (SD) educational level (PCA, 15.7 [3.2] years; lvPPA, 16.2 [3.3] years; amnestic AD, 14.8 [3.5] years; P = .02). A total of 18 of the 95 patients with PCA (18.9%) reported a history of LD, which is greater than the 3 of 100 patients (3.0%) in the amnestic AD cohort (P < .001) and the 10.0% expected rate in the general population (P = .007). In the PCA cohort, 13 of 95 patients (13.7%) had a nonlanguage mathematical and/or visuospatial LD; this rate was greater than that in the amnestic AD (1 of 100 [1.0%]; P < .001) and lvPPA (2 of 84 [2.4%]; P = .006) cohorts and greater than the 6.0% expected general population rate of mathematical LD (P = .003). Compared with the patients with PCA without LDs, the group with LDs had greater preservation of global cognition and a more right-lateralized pattern of atrophy. Nonlanguage mathematical and visuospatial LDs were associated with focal, visuospatial predominant neurodegenerative clinical syndromes. This finding supports the hypothesis that neurodevelopmental differences in specific brain networks are associated with phenotypic manifestation of later-life neurodegenerative disease.

Next Generation Sequencing expression profiling of mitochondrial subunits in men with Klinefelter syndrome.

Objectives: Klinefelter syndrome (KS) is one of the most common sex-chromosome disorders as it affects up to 1 in every 600-1000 newborn males. Men with KS carry one extra X chromosome and they usually present a 47,XXY karyotype, but less frequent variants have also been reported in literature. KS typical symptoms include tall stature, gynecomastia, broad hips, hypogonadism and absent spermatogenesis. The syndrome is also related to a wide range of cognitive deficits, among which language-based learning disabilities and verbal cognition impairment are frequently diagnosed. The present study was carried out to investigate the role of mitochondrial subunits in KS, since the molecular mechanisms underlying KS pathogenesis are not fully understood.Methods: The study was performed by the next generation sequencing analysis and qRT-PCR assay.Results: We were able to identify a significant down-expression of mitochondrial encoded NADH: ubiquinone oxidoreductase core subunit 6 (MT-ND6) in men with KS.Conclusion: It is known that defects of the mtDNA encoding mitochondrial subunits are responsible for the malfunction of Complex I, which will eventually lead to the Complex I deficiency, the most common respiratory chain defect in human disorders. Since it has been shown that decreased Complex I protein levels could induce apoptosis, wehypothesizethat the above-mentioned MT-ND6 down-expression contributes to the wide range of phenotypes observed in men with KS.

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM).

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia12 and language impairment34, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &amp;#8211; Working Memory (CABC-WM)

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

A common genetic variant in FOXP2 is associated with language-based learning (dis)abilities: Evidence from two Italian independent samples.

Language-based Learning Disabilities (LLDs) encompass a group of complex, comorbid, and developmentally associated deficits in communication. Language impairment and developmental dyslexia (DD) represent the most recognized forms of LLDs. Substantial genetic correlations exist between language and reading (dis)abilities. Common variants in the FOXP2 gene were consistently associated with language- and reading-related neuropsychological and neuroanatomical phenotypes. We tested the effect of a FOXP2 common variant, that is, rs6980093 (A/G), on quantitative measures of language and reading in two independent Italian samples: a population-based cohort of 699 subjects (3-11 years old) and a sample of 572 children with DD (6-18 years old). rs6980093 modulates expressive language in the general population sample, with an effect on fluency scores. In the DD sample, the variant showed an association with the accuracy in the single word reading task. rs6980093 shows distinct genetic models of association in the two cohorts, with a dominant effect of the G allele in the general population sample and heterozygote advantage in the DD cohort. We provide preliminary evidence that rs6980093 associates with language and reading (dis)abilities in two independent Italian cohorts. rs6980093 is an intronic SNP, suggesting that it (or a linked variant) modulates phenotypic association via regulation of FOXP2 expression. Because FOXP2 brain expression is finely regulated, both temporally and spatially, it is possible that the two alleles at rs6980093 differentially modulate expression levels in a developmental stage- or brain area-specific manner. This might help explaining the heterozygote advantage effect and the different genetic models in the two cohorts.

Tableau’s Influence on the Oral Language Skills of Students With Language-Based Learning Disabilities

This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students’ responses to oral story recall tasks following tableau lessons (n = 30), in comparison to conventional ELA lessons (n = 30). Measures of students’ linguistic productivity and specificity included mean rate of use for different words, total words, and literate language features per utterance. Narrative cohesion was measured by mean frequency of cohesive elements in students’ oral retellings. Findings showed increased linguistic productivity, specificity, and cohesion in students’ oral retellings following tableau, as compared to conventional ELA lessons. Individual student findings across tableau and conventional ELA lessons indicated that students’ unique language profiles influenced their gains in linguistic productivity, specificity, and cohesion. Implications for future research and practice are discussed. Subscribe to LDMJ

Move It!

You have accessThe ASHA LeaderGlimpses1 Dec 2016Move It!You’re posting photos of what you do every day to #ashaigers on Instagram, and we’re paying attention. Each month we showcase one of your photos. Daria O’BrienMS, CCC-SLP Daria O’Brien Google Scholar More articles by this author , MS, CCC-SLP https://doi.org/10.1044/leader.GL.21122016.8 SectionsAbout ToolsAdd to favorites ShareFacebookTwitterLinked In Combining large-motor movements has been especially beneficial to one of my students with severe apraxia. In this multimodal session, I labeled five plastic cups with vowel sounds and placed them about two feet apart in the hallway. I wrote the consonant sounds my student can produce on index cards. I let him choose a consonant sound, and we stepped over each vowel while producing consonant-vowel/vowel-consonant combinations. I’ve also tried jumping on a small trampoline, bouncing on a therapy ball and using scooter boards, activities that provide a natural avenue to collaborate with occupational and physical therapy. They also take us out of the speech room into different environments to encourage carryover of skills. Movement activities have become a regular part of my apraxia sessions—they help to coordinate muscle movements, they generate tons of practice, and we have so much fun! About me: I have been a school-based clinician in New Jersey for more than 20 years. I work in a private school, where my caseload is a mix of ages and skills. Mostly I see middle-schoolers who struggle with language-based learning disabilities. I also have a private practice that concentrates on social skills, and I share ideas and resources on my Speech Paths blog. Author Notes —Daria O’Brien, MS, CCC-SLPinstagram.com/speechpaths Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 21Issue 12December 2016 Get Permissions Add to your Mendeley library History Published in print: Dec 1, 2016 Metrics Current downloads: 225 Topicsasha-topicsleader_do_tagasha-article-typesleader-topicsCopyright & Permissions© 2016 American Speech-Language-Hearing AssociationLoading ...

Writing Process Products in Intermediate-Grade Children With and Without Language-Based Learning Disabilities.

Difficulties with written expression are an important consideration in the assessment and treatment of school-age children. This study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger (2014) writing process framework. Sixty-four children completed a writing task whereby they planned, wrote, and revised a narrative story across 3 days. Children had extended time to produce an outline, first draft, and final copy of their story. Language transcription approaches were used to obtain measures reflecting writing productivity, complexity, accuracy, and mechanics, in addition to measures of planning and revision. Results indicated that children with writing difficulties produced poorer quality stories compared with their peers yet were not significantly different across all measures. Children with typical development produced longer stories with better spelling accuracy. Writing process measures predicted significant amounts of variance in writing quality across the sample. Writing should be considered as part of language assessment and intervention, whether as the sole language difficulty or alongside difficulties with speaking, listening, or reading in children with language-based learning difficulties. Implications for translation of research to practice and service delivery are provided.

Understanding Problem-Solving Errors by Students With Learning Disabilities in Standards-Based and Traditional Curricula

Students with learning disabilities struggle with word problems in mathematics classes. Understanding the type of errors students make when working through such mathematical problems can further describe student performance and highlight student difficulties. Through the use of error codes, researchers analyzed the type of errors made by 14 sixth grade and 15 seventh grade students with language-based learning disabilities educated with either a standards-based or traditional mathematics curricula on word problems representing number and operations and algebra standards. Two main findings occurred: (a) the open-ended word problems were challenging to students with learning disabilities as demonstrated through the high rate of unanswered questions and incorrect answers, with the most frequently committed errors representing a lack of understanding of the mathematics; and (b) no relationship existed between curricula and correct or unanswered questions for sixth grade, but statistically significant relationships existed in the seventh grade, favoring the standards-based curriculum.

Musical training as an alternative and effective method for neuro-education and neuro-rehabilitation.

In the last decade, important advances in the field of cognitive science, psychology, and neuroscience have largely contributed to improve our knowledge on brain functioning. More recently, a line of research has been developed that aims at using musical training and practice as alternative tools for boosting specific perceptual, motor, cognitive, and emotional skills both in healthy population and in neurologic patients. These findings are of great hope for a better treatment of language-based learning disorders or motor impairment in chronic non-communicative diseases. In the first part of this review, we highlight several studies showing that learning to play a musical instrument can induce substantial neuroplastic changes in cortical and subcortical regions of motor, auditory and speech processing networks in healthy population. In a second part, we provide an overview of the evidence showing that musical training can be an alternative, low-cost and effective method for the treatment of language-based learning impaired populations. We then report results of the few studies showing that training with musical instruments can have positive effects on motor, emotional, and cognitive deficits observed in patients with non-communicable diseases such as stroke or Parkinson Disease. Despite inherent differences between musical training in educational and rehabilitation contexts, these results favor the idea that the structural, multimodal, and emotional properties of musical training can play an important role in developing new, creative and cost-effective intervention programs for education and rehabilitation in the next future.