Language disorders involve problems processing linguistic information and can affect grammar, semantics, comprehension, production, or a combination. Receptive language disorders impair comprehension while expressive disorders affect language production. Symptoms vary but can include not listening, lack of interest in stories, inability to understand complex sentences, and language skills below age level. Communication disorders also impact ability to communicate through speech, writing, or sign language. Specific disorders discussed include dyslexia, dysgraphia, stuttering, Down syndrome, autism, and ADHD.

1. Umm-e-Rooman Yaqoob
Roll # 3
B.S English
Language disorders
Language Disorder:
Language disorders or language impairments are disorders that involve the processing of linguistic
information. Problems that may be experienced can involve grammar (syntax and/or morphology),
semantics (meaning), or other aspects of language. These problems may be receptive (involving
impaired language comprehension), expressive (involving language production), or a combination of
both. Examples include specific language impairment and aphasia, among others. Language disorders
can affect both spoken and written language, and can also affect sign language; typically, all forms of
language will be impaired.
Receptive Language Disorder:
Receptive Language Disorder: is the understanding of language ‘’Input’’. Receptive language means
the ability to understand and comprehend language heard or read. A receptive language disorder
is an impairment in the comprehension of a spoken, written, gestural or other symbol system. It
also effects the social and academicals life.
Understanding the message coming from others.
Symptoms of receptive language disorder:
 There is no standard set of symptoms that indicates receptive language disorder, since it
varies from one child to the next. However, symptoms may include:
 not seeming to listen when they are spoken to
 appearing to lack interest when storybooks are read to them
 inability to understand complicated sentences
 inability to follow verbal instructions
 parroting words or phrases of things that are said to them (echolalia)
 language skills below the expected level for their age.
Expressive Language Disorder:
Expressive Language Disorder; is a Communication disorder in which there are difficultie s with
spoken or written expression. Expressive language is most simply the‘ ’Output’’ of language. This
include not only words, but also the grammar rules that indicate how words are combined into
phrases, sentences and paragraphs as well as the use of gestures and facial expressions.

2. Symptoms of expressive language disorder:
 Children with an expressive language disorder have problem using language to
express what they are thinking or need. These children may ;
 Have a hard time putting words together into sentences, or their sentences may be
simple, short and the word order may be off.
 Have a difficulty finding the right words when talking.
 Have a vocabulary that is below the level of other children the same age. Leave
words out of sentences when talking.
 Use certain phrases over and over again.
 Frustration.
Speech Disorder:
Speech disorders or speech impediments are a type of communication disorder where 'normal' speech
is disrupted. This can mean stuttering, lisps, etc. Someone who is unable to speak due to a speech
disorder is considered mute.
Communication Disorder:
A communication disorder is any disorder that affects somebody's ability to communicate. The delays
and disorders can range from simple sound substitution to the inability to understand or use one's
native language.
Slip of tongue:
Slips of the tongue are almost inevitable. For every 1,000 words spoken, we make one or two errors.
Considering that the average pace of speech is 150 words a minute, a slip is bound to occur about once
every seven minutes of continuous talk. Each day, most of us make somewhere between 7 and 22 verbal
slips.
Tip of tongue:
The tip-of-the-tongue phenomenon (TOT), sometimes called Presque vu, is the failure to retrieve a word
from memory, combined with partial recall and the feeling that retrieval is imminent. The
phenomenon's name comes from the saying, "It's on the tip of my tongue. “The tip of the tongue
phenomenon reveals that lexical access occurs in stages.
Types of Language Disorders:
 Sensory impairments
 Apraxia
 Dyslexia

3.  Dysgraphia
 Stuttering
 Down Syndrome
 Autism
 ADHD
Sensory impairments:
There are two types of sensory impairments:
1.Blindness 2.Deafness
Blindness – A link between communication skills and visual impairment with children who are blind is
currently being investigated. It impairs ones speech ability. One cannot recognize gestures and facial
expressions.
Deafness/frequent ear infections – Trouble with hearing during language acquisition may lead to spoken
language problems. Children who suffer from frequent ear infections may temporarily develop problems
pronouncing words correctly.
Apraxia:
Apraxia is a general term. It can cause problems in parts of the body, such as arms and legs. Apraxia of
speech is a motor speech disorder. It is caused by damage to the parts of the brain related to speaking.
People with apraxia of speech have trouble sequencing the sounds in syllables and words. The severity
depends on the nature of the brain damage.
Symptoms of Apraxia:
 difficulty imitating speech sounds
 difficulty imitating non-speech movements (oral apraxia), such as sticking out their tongue
 groping when trying to produce sounds
 in severe cases, an inability to produce sound at all
 inconsistent errors, slow rate of speech
 somewhat preserved ability to produce "automatic speech" (rote speech), such as greetings like
"How are you?"
Dyslexia:
Dyslexia or developmental reading disorder is characterized by difficulty with learning to read fluently
and with accurate comprehension despite normal or above average intelligence. This include difficulty
with phonological awareness, phonological decoding, pressing speed, orthographic coding, auditory

4. short term memory language skills/ verbal comprehension and rapid naming. Dyslexia is the most
common learning difficulty and most recognizing reading disorder.
Just having bad handwriting means a person has dysgraphia. Since dysgraphia is processing disorder
difficulties can change throughout lifetime. However since writing is a developmental process. Children
learn the motor skills needed to write, while learning the thinking skills needed to communicate on
paper- difficulties can overlap.
There are many ways to help a person with dysgraphia achieve success. General strategies fall in three
main categories
1: Accommodation: providing alternatives to written material
2: Modification: changing expectations or tasks to minimize or avoid the area of weakness
3: Remediation: providing instruction for improving handwriting and writing skills.
Stuttering:
Stuttering is a speech disorder in which sounds, syllables, or words are repeated or prolonged,
disrupting the normal flow of speech. These speech disruptions may be accompanied by struggling
behaviours, such as rapid eye blinks or tremors of the lips. Stuttering can make it difficult to
communicate with other people, which often affects a person’s quality of life.
Causes of Stuttering:
Possible causes of persistent stuttering include:
 Abnormalities in speech motor control. Some evidence indicates that abnormalities in speech
motor control, such as timing, sensory and motor coordination, are implicated.
 Genetics. Stuttering tends to run in families. It appears that stuttering can result from inherited
(genetic) abnormalities in the language centres of the brain.
 Medical conditions. Stuttering can sometimes result from a stroke, trauma or other brain injury.
 Mental health problems. In rare, isolated cases, emotional trauma can lead to stuttering.
Down Syndrome:
Down syndrome is a genetic abnormality. This syndrome occurs because of an extra copy of
chromosome 21. Your chromosomes contain your genetic material, and any problems with your
chromosomes can cause serious physical and mental health problems. It is typically associated with
physical growth delays, characteristic facial features, and mild to moderate intellectual disability. The
average IQ of a young adult with Down syndrome is 50, equivalent to the mental age of an 8- or 9-year-old
child, but this varies widely.
Down syndrome causes lifelong developmental delays that can range from moderate to severe. It
cannot be cured, but there are options

5. Types of Down syndrome:
There are three types of Down syndrome:
Trisomy 21:Trisomy 21 means there is an extra copy of chromosome 21 in every cell. This is the most
common form of Down syndrome.
Mosaicism:Mosaicism means there is an extra chromosome in some but not all of a child’s cells.
Individuals with mosaic Down syndrome tend to have fewer symptoms.
Translocation:In this condition, children have only an extra part of chromosome 21. There are 46 total
chromosomes. However, one of them has an extra piece of chromosome 21 attached.
Autism:
Autism is a neurodevelopmental disorder characterized by impaired social interaction, verbal and non-verbal
communication, and by restricted and repetitive behaviour.
The diagnostic criteria require that symptoms become apparent before a child is three years old. Autism
affects information processing in the brain by altering how nerve cells and their synapses connect and
organize; how this occurs is not well understood.
ADHD:
Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders and can
continue through adolescence and adulthood. Symptoms include difficulty staying focused and paying
attention, difficulty controlling behaviour, and hyperactivity (over-activity).
ADHD is a condition of the brain that affects a person's ability to pay attention. It is most common in
school-age children.
Children who have symptoms of inattention may:
 Be easily distracted, miss details, forget things, and frequently switch from one activity to
another.
 Have difficulty focusing on one thing.
 Become bored with a task after only a few minutes.
 Have difficulty focusing attention on organizing and completing a task or learning something
new.
 Not seem to listen when spoken to
 Daydream, become easily confused, and move slowly
 Have difficulty processing information as quickly and accurately as others
 Struggle to follow instructions.
Children who have symptoms of hyperactivity may:

6.  Fidget and squirm in their seats
 Talk nonstop
 Dash around, touching or playing with anything and everything in sight
 Have trouble sitting still during dinner, school, and story time
 Be constantly in motion
 Have difficulty doing quiet tasks or activities.
Children who have symptoms of impulsivity may:
 Be very impatient
 Blurt out inappropriate comments, show their emotions without restraint, and act without
regard for consequences
 Have difficulty waiting for things they want or waiting their turns in games
 Often interrupt conversations or others' activities.
What causes ADHD:
In most cases, the cause of ADHD is unknown. The most likely cause of ADHD appears to be genetics.
Many children with ADHD have a family history of the disorder or behaviour associated with ADHD.
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