Language Learning Disabilities Research Articles

On the Many Terms for Developmental Language and Learning Impairments

The terms Language Disorder, Developmental Language Disorder (DLD), Language-based learning disabilities, Specific Learning Disorder, and Specific Learning Disability are commonly used to describe children struggling to learn at school. In this position paper, the definitions and distinctions between these terms are discussed, and key overlaps and differences described. Although often used interchangeably, Specific Learning Disorder and Specific Learning Disability are not synonymous. Based on current definitions, DLD and Specific Learning Disorder are related to Specific Learning Disability in the same way. In educational settings, children with DLD may additionally be identified using terms such as Language Impairment, Speech, Language, Communication Needs (SLCN), and others. Despite the problematic overlap in the names Specific Learning Disorder and Specific Learning Disability, one advantage of the latter term is the acknowledgment that many skills underlying academic learning are language-based, thereby capturing the disability experienced by children with language or academic learning disorders.

Should We Stop Using Lexical Diversity Measures in Children's Language Sample Analysis?

Prior work has identified weaknesses in commonly used indices of lexical diversity in spoken language samples, such as type-token ratio (TTR) due to sample size and elicitation variation, we explored whether TTR and other diversity measures, such as number of different words/100 (NDW), vocabulary diversity (VocD), and the moving average TTR would be more sensitive to child age and clinical status (typically developing [TD] or developmental language disorder [DLD]) if samples were obtained from standardized prompts. We utilized archival data from the norming samples of the Test of Narrative Language and the Edmonton Narrative Norms Instrument. We examined lexical diversity and other linguistic properties of the samples, from a total of 1,048 children, ages 4-11 years; 798 of these were considered TD, whereas 250 were categorized as having a language learning disorder. TTR was the least sensitive to child age or diagnostic group, with good potential to misidentify children with DLD as TD and TD children as having DLD. Growth slopes of NDW were shallow and not very sensitive to diagnostic grouping. The strongest performing measure was VocD. Mean length of utterance, TNW, and verbs/utterance did show both good growth trajectories and ability to distinguish between clinical and typical samples. This study, the largest and best controlled to date, re-affirms that TTR should not be used in clinical decision making with children. A second popular measure, NDW, is not measurably stronger in terms of its psychometric properties. Because the most sensitive measure of lexical diversity, VocD, is unlikely to gain popularity because of reliance on computer-assisted analysis, we suggest alternatives for the appraisal of children's expressive vocabulary skill.

Using Multiliteracies to Target Critical Media Literacy for Adolescents With Language Learning Disabilities

Using Multiliteracies to Target Critical Media Literacy for Adolescents With Language Learning Disabilities

Anxiety Experienced by Students with Learning Disability in English Speaking Classroom

This study sought to explore the anxiety experienced by students with learning disability in English speaking classroom. For this study 33 students with English language learning disability were selected from Chennai special school. Both qualitative and quantitative analysis methods were used to assess the level of anxiety experienced by learners with learning disability in English class. The study’s results show that learners with English language learning disability experienced an extreme level of anxiety. In addition, the findings show that there is no significant difference between male and female learners with language learning disability in terms of speaking anxiety. Besides, the findings show that there is no significant difference between urban and rural students with language learning disability in terms of speaking anxiety. Furthermore, the findings show that fear of making mistake, lack of confidence, lack of vocabulary, lack of grammar knowledge, lack of fluency and incorrect pronunciation are the major sources of speaking anxiety for learners with language learning disability. The study addresses the sources and level of anxiety that students with learning disability have while communicating in English classroom.

Pragmatic Skills in School-Age Children With Primary Language Impairment and Language-Learning Disabilities

We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses to map the available research describing verbal pragmatic skills development and problems in school-age children with primary language impairments and children with language-learning disabilities. A total of 112 reports met inclusion criteria for our review. Many studies were published in journals focused on communication disorders between the years 2000 and 2019 and targeted K-12 children in the United States or the United Kingdom with developmental language disorder who were most often compared with age-matched typically developing peers using a group comparison research design. Over 60% of the studies had fewer than 25 participants in the target group. Nearly two thirds of study participants were boys, and most were Caucasian from middle- to upper-income families. The majority of studies used multiple outcome measures in data analyses, most often norm-referenced and researcher-designed tests, language sample analysis, and rating scales. A third of studies omitted information about outcome measure reliability and nearly all studies omitted validity data. Several studies are described in detail as examples and a summary of the major findings from the reviewed studies is presented.

Foreign Language Learning and Learning Disabilities: An Historical, Empirical, and Cultural Perspective for Policies and Procedures

Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The introduction of this new disability was premature because empirical evidence found no relationship between FL learning problems and LDs. Even so, several misguided assumptions about a unique disability for FL learning and a special relationship between FL learning problems and LDs persisted, and an LD diagnosis became the de facto criterion for FL course substitution/waiver policies. In this updated review, these assumptions and evidence falsifying them are examined. Cultural reasons for the assumptions about FL learning and LDs and the adoption of course substitution policies are proposed. The author concludes with recommendations for policymakers.

Comparison of Automatic Speech Recognition System for School-aged Children’s Narratives: Naver Clova Speech and Google Speech-to-Text

Objectives: Language sample analysis (LSA) is a critical component of child language assessment. However, most clinicians consider LSA to be time consuming work. In particular, transcription is seen as an overwhelming task. Due to rapid technological advances, various automatic speech recognition systems have been developed. This study aimed to investigate the accuracy and the characteristics of two automatic speech recognition programs, Naver Clova Speech (Naver Clova) and Google Speech-to-Text (STT).Methods: A total of 40 school-aged children with typical development (TD) and children with language learning disabilities (LLD) participated in the study. Each child was asked to generate two fictional narratives. In total, 72 narratives produced by 36 children were used. To examine the accuracy of Naver Clova and Google STT, syllable error rate was analyzed and compared to reference transcripts. For the detailed analysis, types of error such as substitution, deletion and insertion were examined.Results: Results showed that Naver Clova was significantly lower than Google STT in error rate of transcription. But the transcription error rate of the two child groups was not significantly different. Additionally, the Naver Clova error rate was higher in substitution, deletion, and insertion respectively. The Google STT error rate, on the other hand, was higher in deletion, substitution and insertion respectively.Conclusion: Naver Clova were more accurate than Google STT in transcribing children’s narratives. But the transcription accuracy of two child groups was not different. This suggests that recently developed automatic speech recognition systems have clinical utility. These systems can reduce clinician’s workload in regards to LSA and this would contribute to qualitatively enhanced language assessment.

A systematic review of auditory processing abilities in children with non-syndromic cleft lip and/or palate

Abstract Purpose: The present systematic review aims to understand auditory processing abilities in children with nonsyndromic cleft lip and/or palate (NSCL/P). The review summarizes questionnaire, behavioral, and electrophysiological findings of auditory processing abilities in children with NSCL/P. Method: The study used a literature search of electronic databases (e.g., Pub Med, Google Scholar, J Stage, Research Gate, ScienceDirect) and the AIISH repository from 2000 to 2021. The retrieved articles were assessed in two stages: title and abstract screening, followed by a full-length article review. About 13 articles were selected after the full-length review of 17 shortlisted articles. All selected studies used cohort design. Result: The review showed that speech perception in noise and temporal processing were the majorly affected processing abilities in children with NSCL/P. The review also showed that cleft palate children are more prone to auditory processing deficits than other cleft subgroups. These auditory processing deficits in NSCL/P children may cause delayed speech and language skills, reading, and learning disabilities, which are highly reported in these children. Conclusion: Auditory processing evaluation should be a part of the audiological test battery for these children to promote early diagnosis and management.

Associations Between Self-Reported Behavioral and Learning Concerns and DMD Isoforms in Duchenne Muscular Dystrophy.

Duchenne muscular dystrophy (DMD) is an X-linked recessive neuromuscular disorder resulting from loss of dystrophin. In addition to its role in muscle, isoforms of dystrophin are expressed in different cell types of the brain, and DMD has been linked to language delays, behavioral abnormalities and learning disabilities. To determine whether disruption of specific DMD isoforms, age, corticosteroid use, ambulation status, or country are associated with behavioral and/or learning concerns in DMD. De-identified data were collected from the Duchenne Registry from 2007-2019. Females, patients with BMD, and those without genetic testing reports were excluded from the cohort. For the genetic analysis, patients were divided into four subgroups based on the location of their mutation and the predicted isoforms affected. Bivariate analysis was conducted using chi-square for categorical variables. Two multivariate logistic regressions were used to assess independent associations with behavioral and learning concerns, respectively, and to estimate the effect size of each variable. DMD mutations disrupting expression of Dp140 and Dp71 were associated with a higher likelihood of reported behavioral and learning concerns. Corticosteroid use, categorical age, and country were other factors associated with behavior and learning concerns. This data adds to our current understanding of DMD isoforms, their mutational consequence and impact on behavior and learning.

Rethinking Individual Differences in SLA: A Special Issue in Honour of Richard Sparks

Richard Sparks is currently Professor Emeritus of Special Education in Mount St. Joseph University's Department of Graduate Education in Cincinnati, USA. For over 40 years, Richard has had a celebratory career in teaching, researching, and servicing language education. His broad research interests and academic influence span various sub-domains of individual differences in L1 and L2 reading and writing, language learning difficulties, and language aptitude. Richard has published extensively in top journals of language and education, producing an impressive list of empirical studies and thought-provoking theoretical position papers related to key topics and issues in foreign language education, educational psychology, and learning disability. Scholars and practitioners in both language and psychology have read his works with interest and cited frequently many of his influential works on language, education, psychology, dyslexia, hyperlexia, and in particular language aptitude.

Vieglā valoda Latvijā

The paper provides a general overview of easy-to-read language both abroad and in Latvia. In English, there are two terms that are used to refer to easy-to-read language: “easy-to-read” (also “easy write”, “easy info”, “easy access”, “aphasia friendly”) and “plain language” (also “plain writing”, “layman terms”); in Latvian, “easy-to-read” is used the most. Currently, the Latvian National Terminology Portal offers only one term, namely, vieglā valoda (“easy-to-read” in English); therefore, this term is used throughout the paper. Since 1980s easy-to-read language both in Europe and the whole world has been known as a way of presenting information to people with various language learning disabilities. However, over time it became clear that easy-to-read language is suitable not only for people with learning disabilities: it is convenient for other groups of people as well, such as those who have just started learning the language in question, elderly people and children. At first, easy-to read language developed in parallel in Scandinavia and Germany. In 1990s, Latvian experts visited colleagues in Sweden to learn about easy-to-read language. Already during the first meeting, the idea to introduce easy-to-read language in Latvia in cooperation with the Easy-to-Read Language Centre was born. In 2000, the Easy Language Agency was founded in Riga, and up until now it remains the only organisation in Latvia consistently and purposefully working in this field. Although at first the aim was to help people with intellectual disabilities, now there are already 7 target groups in Latvia that use easy-to-read language. Latvian Radio 1 features news broadcast in easy-to-read language every evening. There is a lack of public understanding and information on easy-to-read language in Latvia, as well as its role and importance, since many people believe that it concerns only the target audience or target groups in question and does not need to be addressed at the national level. While the websites of Latvian state institutions are required to have an “Easy-to-read” section, the regulations do not specify the content such a section should have. In addition, there is a general lack of knowledge and understanding how to adapt a text to easy-to read language: often such adaptations are formal or inadequate. In the autumn of 2020, the University of Latvia Centre for Applied Linguistics and the Latvian Language Agency began a new cooperation project with ERASMUS+: “Promoting Easy-to-Read Language for Social Inclusion” (abbreviated to PERLSI). The project duration is set until 2022, and the partners are Slovenia and Lithuania. The project aims to present a comparative study on easy-to-read language in the partner states. Regarding the project outcomes, Latvia awaits easy-to-read language guidelines that would promote further development of easy-to-read language in Latvia, as well as its practical application.

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

AbstractStudents who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests). At the same time, ELD assessments showed many of these students struggled with literacy skills, especially reading. Perhaps due to these overlapping circumstances, we found many LTELs were also identified with learning disabilities. Based on these findings, we explored the impact of restricting domains needed for reclassification as English proficient on reclassification rates. Compared with existing decision rules in the students’ state, proposed models allow many more LTELs to reclassify as English proficient, and most LTELs not reclassifying are students in special education. Discussion focuses on interpreting ELD scores for students who have remained classified as ELs for more than a few years.

Understanding The Definition and Characteristics of Dyslexia

Reading skills are an important element for obtaining knowledge in academic learning. Previous research has demonstrated that dyslexia pupils have a major problem with reading skills. The biggest issue of dyslexic pupils includes language learning disorder. Dyslexia could be a long-lasting impedance, and numerous indications hold on into adulthood. Identification of dyslexia at a preliminary phase comes from the ability to notice dyslexia characteristics, for instance, poor handwriting, written expression difficulties, spelling difficulties, reading fluency, and difficulty associating sounds with letters. Nevertheless, the investigation has exhibited that teachers and parents are still unaware of dyslexia. The goal of this article is to explore dyslexia’s definitions and characteristics that are associated with it. Dyslexia comprises different definitions and characters. Each dyslexic pupil encounters indications that are distinctive from each other. Understanding the definition of dyslexia and the character of early dyslexia can assist teachers in planning fitting intercessions for dyslexic pupils. Conclusions: The implications of this work are that it can assist educators in identifying students who have dyslexia characteristics or symptoms.

Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study

The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences.

Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis.

Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. Children with LLDs showed higher internalizing (Hedges' g = 0.36) and externalizing problems (Hedges' g = 0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs.

الفروق في العمليات المعرفية لدى عينة من الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في مرحلة التعليم الأساسي باليمن

هدفت الدراسة إلى التعرف على الفروق في العمليات المعرفية لنظرية لوريا - داس للذکاء لدى عينة من الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في مرحلة التعليم الأساسي باليمن، وتکون مجتمع الدراسة من جميع طلاب الصف الثامن من مرحلة التعليم الأساسي في المدرسة اليمنية الحديثة ، والبالغ عددهم (81) طالبا وطالبا، وتکونت عينة الدراسة من مجموعتين: الموهوبين ذوو صعوبات تعلم اللغة الإنجليزية وعددهم (7) طلاب، والعاديين وعددهم (7) طلاب من طلاب الصف الثامن من مرحلة التعليم الأساسي للعام الدراسي 2019-2020م والذي تم اختيارهما قصديا وفقا لشروط محددة، وتمثلت أدوات الدراسة في : اختبار المصفوفات المتتابعة العادي لريفن من إعداد أحمد عثمان (1987)، ومنظومة التقييم المعرفي CAS2 إعداد DAS ،Naglieri & Goldstein (2014) تعريب وتقنين أحمد حجوري (2021)،ومقياس تقدير سلوک الموهبة – صورة المدرسة إعداد رانيا إمام (2017) ، ومقياس المسح النيرولوجي السريع إعداد عبدالوهاب کامل (1999)، وتم تحليل البيانات إحصائيا باستخدام المتوسطات الحسابية ،الانحرافات المعيارية، واختبار مان- ويتني للعينات المستقلة، وأسفرت نتائج الدراسة عن عدم وجود فروق دالة إحصائيا بين متوسطي رتب درجات الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في الدرجة الکلية لمقياس التخطيط، وأبعاده (تخطيط الرموز PCd، تخيط التوصيلات PCn)، ماعدا بعد (تخطيط مطابقة الأرقام PNM) حيث کانت هناک فروق لصالح العاديين، وعدم وجود فروق دالة احصائيا بين متوسطي رتب درجات الطلاب الموهوبين ذوي صعوبات تعلم اللغة الإنجليزية والطلاب العاديين في الدرجة الکلية والأبعاد الفرعية لمقياس الانتباه ، مقياس المعالجة المعرفية المتزامنة ، ومقياس المعالجة المعرفية المتتابعة. The study aimed to identify the differences in the cognitive processes of Luria - Das theory of intelligence among a sample of Gifted Students with English Language Learning Disabilities and normal students in the basic education stage in Yemen; the study population consisted of all students of the eighth grade of the basic education stage in the modern Yemeni school, their number were (81); the sample of study consisted of two groups: gifted students with English language learning disabilities and their number were (7), and normal students , their number were(7), from students in the eighth grade of the basic education stage for the academic year 2019-2020 AD, who were intentionally chosen according to specific conditions, and the study tools were: Raven Standard Matrix Exam prepared by Ahmed Othman (1987), CAS2 cognitive assessment system for DAS, Naglieri & Goldstein (2014) prepared and rationed by Ahmed Hajoury (2021), the Gifted Rating Scales-School form prepared by Rania Emam (2017), and the Survey Scale Rapid Neurology prepared by Abdel Wahab Kamel (1999). The data were analyzed statistically using arithmetic means, standard deviations, and the Man-Whitney the test for independent samples. The results of the study revealed that there were no statistically significant differences between the mean ranks of the grades of gifted students with English language learning disabilities and normal students in the total score of the planning scale, and its dimensions (PCd,PCn), except for the dimension (PNM matching planning), where there were Differences in favor of the normal, and there were no statistically significant differences between the mean ranks of the grades of gifted students with English language learning disabilities and normal students in the total score and sub-dimensions of the attention scale, simultaneous cognitive processing scale, and successive cognitive processing scale. Based on the results of the study, the study recommends the necessity of paying attention to the planning process and developing its strategies for gifted students with learning Disabilities.

Methods of resource room management for teachers of learning disabilities in English language in light of some variables

This study aimed at identifying the methods of managing the resource room for teachers of English language learning disabilities in the light of some variables. The study population consisted of all (60) teachers of English language learning disabilities in the upper basic stage in Irbid Governorate. The sample of the study consisted of (30) female and male teachers. The study used the descriptive methodology, for which a questionnaire was developed to collect and test data. The results of the study showed that the democratic method ranked first with a mean score of (4.13) and a standard deviation of (0.59), and the autocratic method came in the second rank with a mean score of (2.30) and a standard deviation of (0.57). The laissez-faire method came in the last rank with a mean score of (1.96), and a standard deviation of (1.96).

Improving Reading Comprehension for Adolescents With Language and Learning Disorders

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare–contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.

Van der woude syndrome

Orofacial clefts (OFCs) are the most common craniofacial birth defect in all populations worldwide and include cleft lip with or without cleft palate (CL/P) and cleft palate alone (CP). Approximately 70% of OFC are non syndromic while 30 % are syndromic. Syndromic OFCs are often caused by structural chromosomal anomalies or by coding mutations in a single gene. The most common OFC syndrome is Van der Woude syndrome (VWS, MIM #119300) which has 2% of all OFCs with an overall prevalence of 1/35,000-1/100,000 live births. The characteristic features of Van der Woude syndrome are orofacial clefts and congenital lower lip pits. IRF6 or GRHL3 plays an important role in VWS mutations. Van der Woude syndrome is inherited in an autosomal dominant pattern, mostly an affected person has one parent with the condition. Patients with Van der Woude Syndrome who has OFCs increased the risk of delayed language development, learning disabilities, or other mild cognitive problems. The average IQ of individuals with van der Woude syndrome is not significantly different. IRF6 or GRHL3 plays an important role in VWS mutations. The IRF6 protein is active in cells that give rise to tissues in the head and face. A shortage of the IRF6 protein affects the development and maturation of tissues in the face, resulting in the signs and symptoms of van der Woude syndrome such as OFCs. GRHL3 were shown to be required for the development of the periderm, and an important player in the IRF6 dependent pathway of periderm development. In this review, author will explain further about Van der Woude Syndrome and review the literature available on recent studies toward the caused of Van der Woude Syndrome whether it is developed from IRF6 genes.

English As Secondary Language Learning and Autism Spectrum Disorder: The Obstacles in Teaching and Learning the Language

To this date, there has been an increasing number of children across the globe diagnosed with an autism spectrum disorder. There has been much literature that discussed the issues and obstacles common learners face in their English language learning journey. Yet, not much spotlight and acknowledgment were given to the learners with Autism in their voyage of English language learning. In conjunction to that, this paper intends to investigate the obstacles that the learners with Autism face in their English as secondary language learning. In addition to that, teachers are not to be forgotten as teachers are also believed to be playing a role in learners with Autism’s English as a second language(ESL) learning process which is why this research also intends to investigate the challenges faced by the teachers who are in charge of teaching learners with Autism. A qualitative research with the observation and interview as the instruments represents this research. This research involved two Autism Centres located in an urban area in Malaysia. The observation and interviews were conducted with forty-five learners with Autism and fourteen teachers. The findings have gathered that the world of Autism Spectrum Disorder is indeed full of obstacles and challenges but none that could not be overcome. It is believed that this research will provide a better insight of the real world of ESL teaching and learning among learners with Autism. Discussions and recommendations are further explained in this research.