Contextual Effects on Reading of Individual Words by Reading Disabled Adolescents with Specific Learning Disabilities

1982 ◽  
Vol 5 (2) ◽  
pp. 145-151 ◽  
Author(s):  
Leonore Ganschow ◽  
Daniel D. Wheeler ◽  
Richard R. Kretschmer
Keyword(s):  
Learning Disabilities ◽  
Word Recognition ◽  
Contextual Effects ◽  
Specific Learning Disabilities ◽  
Adolescent Readers ◽  
Specific Learning ◽  
Reading Disabled

Word recognition involves both decoding of word sounds and retrieval of the meaning of a word. This study examined the influence of context on both decoding and meaning recognition. Reading disabled adolescents with specific learning disabilities were compared to normal adolescent readers and young normal readers. The results showed that (a) context facilitated both decoding and meaning recognition for all readers, and (b) reading disabled adolescents showed deficits on both tasks. Some reading disabled adolescents had primary difficulty in decoding while others demonstrated primary difficulty in meaning recognition. No evidence was found of a specific deficit in reading disabled adolescents' use of context.

A national survey of school psychologists’ practices in identifying specific learning disabilities.

2020 ◽  
Vol 35 (2) ◽  
pp. 146-157 ◽  
Author(s):  
Nicholas F. Benson ◽  
Kathrin E. Maki ◽  
Randy G. Floyd ◽  
Tanya L. Eckert ◽  
John H. Kranzler ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
National Survey ◽  
Specific Learning Disabilities ◽  
Specific Learning

Specific Learning Disabilities

2018 ◽  
Author(s):  
Christopher J. Lonigan
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Proficiency ◽  
Medical Condition ◽  
Neurodevelopmental Disorder ◽  
Opportunity To Learn ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Low Achievement ◽  
Specific Learning

Specific learning disability is a common neurodevelopmental disorder affecting about 5–8% of the school-aged population. A key concept in specific learning disabilities is unexpected low achievement. An individual whose achievement in reading, math, or writing is both low and less than what would be expected based on developmental capacity and opportunity to learn and whose low achievement cannot be explained by a sensory impairment, limited language proficiency, or other impairing medical condition is considered to have a specific learning disability. This chapter provides an overview of issues and challenges involved in the identification and diagnosis of a specific learning disability, and it provides information on prevalence, epidemiology, and interventions for specific learning disabilities. Response-to-instruction models of identification hold promise for the identification of individuals with a specific learning disability, and they provide a means for the identification of false positives while enhancing the instructional context for children at risk.

Strengths and Difficulties in Children with Specific Learning Disabilities

2021 ◽  
Author(s):  
Ganime Ayar ◽  
Sıddıka Songül Yalçın ◽  
Özge Tanıdır Artan ◽  
Hasan Tahsin Güneş ◽  
Esra Çöp
Keyword(s):  
Learning Disabilities ◽  
Specific Learning Disabilities ◽  
Strengths And Difficulties ◽  
Specific Learning

Deficits in musical rhythm perception in children with specific learning disabilities

2021 ◽  
pp. 1-7
Author(s):  
Vasudha Hande ◽  
Shantala Hegde
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Language Processing ◽  
Phonological Processing ◽  
Specific Learning Disability ◽  
Specific Learning Disabilities ◽  
Target Language ◽  
Rhythm Perception ◽  
Musical Rhythm ◽  
Specific Learning

BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to also found have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects of music and rhythm-based intervention and their underlying mechanism. METHODS: A hypothesis-driven review of research in the domain of rhythm deficits and rhythm-based intervention in children with SLD was carried out. RESULTS: A summary of the reviewed literature highlights that music and language processing have shared neural underpinnings. Children with SLD in addition to difficulties in language processing and other neurocognitive deficits are known to have deficits in music and rhythm perception. This is explained in the background of deficits in auditory skills, perceptuo-motor skills and timing skills. Attempt has been made in the field to understand the effect of music training on the children’s auditory processing and language development. Music and rhythm-based intervention emerges as a powerful intervention method to target language processing and other neurocognitive functions. Future studies in this direction are highly underscored. CONCLUSIONS: Suggestions for future research on music-based interventions have been discussed.

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