This document discusses language-based learning disabilities, specifically writing disabilities. It notes that learning disabilities can involve physical writing difficulties, problems comprehending information, or organizing thoughts on paper. Common symptoms of writing disabilities include issues with neatness, copying, spelling, and writing organization. The document also discusses how writing is a complex process that draws on various cognitive skills and that students with learning disabilities often struggle more with writing than their peers due to difficulties with language, spelling, handwriting, and writing strategies.

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.