Language and children with learning disabilities

1. Assignment on Introduction
to learning Disability
Submitted by
D.Karpagam
19UED074
II B.Ed special English and English.

2. Language and children with LD :
• The term language-based learning disability, or
just learning disabilities, is better because of the
relationship between spoken and written language.
• Many children with reading problems have
spoken language problems.
• The child with dyslexia has trouble almost exclusively
with the written (or printed) word.
• The child who has dyslexia as part of a larger language
learning disability has trouble with both the spoken and
the written word.

3. Learning disabilities in writing (dysgraphia) :
• Learning disabilities in writing can involve the physical act of
writing.
• The mental activity of comprehending information.
• Basic writing disorder refers to physical difficulty forming words
and letters.
• Expressive writing disability indicates a struggle to organize
thoughts on paper.

4. Symptoms of writing language Disability:
• Symptoms of a written language learning disability revolve
around the act of writing.
• They include problems with:
• Neatness and consistency of writing.
• Accurately copying letters and words.
• Spelling consistency.
• Writing organization and coherence.

5. Writing :
• Writing is the process of communicating using printed symbols in
the form of letters or visual characters, which make up words.
• Words are formulated into sentences;
• These sentences are organized into larger paragraphs and often into
different discourse genres (narrative, expository, persuasive, poetic,
etc.).
• Writing process—the ability to plan (i.e., “pre-writing”), organize,
draft, reflect on, revise, and edit written text; the ability to address
specific audience needs and convey the purpose of the text (e.g.,
persuasion). This process is iterative.

6. “ The words are all tangled up inside my head. I'm confused. I get
tangled up in writing the words, and I stop”.
— Fifth-grade girl with learning disabilities (LD)
• Writing is difficult. Most writers could relate to the
frustration expressed by this student. Writing is a complex
process that draws on:
• our knowledge of the topic
• our ability to anticipate what readers will need
• our ability to logically organize information
• our skill at finding the right words
• our ability to evaluate our efforts
• the perseverance to keep working

7. • Writers must set goals, integrate the many cognitive
and social processes involved, and monitor their own
success.
• Students with LD are not the only ones who struggle
with writing.
• In fact, the National Assessment of Educational
Progress rated only 28% of fourth-grade, 31% of
eighth-grade, and 24% of twelfth-grade students as
proficient.
• However, for students with LD, the difficulties are
greater

8. • In comparison to their normally achieving peers,
students with LD have:
• less knowledge about writing
• less skill with language
• substantial difficulties with spelling and handwriting
• less effective strategies for writing.
*Consequently, their compositions are shorter, less
organized and coherent, more marked by errors in
spelling and grammar, and lower in overall quality.

9. • Parents often wonder to what extent reading and writing
disabilities are connected.
• Reading and writing are closely related language skills;
research shows substantial correlations between reading
and writing achievement.
• Most poor readers also struggle with writing. However, the
reverse is not necessarily true.
• All of the following can produce writing problems,
independent of reading problems:
• fine motor problems that affect handwriting
• attention and self-regulation problems that affect
persistence and organization
• limited motivation
• limited instruction.