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Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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A complementation test is a simple cross to identify whether the two mutations are located on the same gene or different genes. It was first performed by Edward Lewis in the 1940s while working on fruit flies. He developed the test to identify the location and arrangement of different mutations on chromosomes.
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Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Grammaticality judgments and reading skill in grade 2.

A E Fowler1

  • 1Haskins Laboratories, New Haven, Connecticut.

Annals of Dyslexia
|November 16, 2013
PubMed
Summary

Reading disability in children may stem from task demands, not core language issues. Sentence-level processing problems in struggling readers might be linked to non-linguistic factors in typical assessments.

Area of Science:

  • Developmental Psychology
  • Linguistics
  • Educational Psychology

Background:

  • Reading disability is often associated with language problems, but its impact on sentence-level syntactic knowledge is unclear.
  • Previous research has not fully differentiated between basic syntactic knowledge and processing demands in syntactic tasks.

Purpose of the Study:

  • To investigate whether language problems in reading disability extend to sentence-level syntactic knowledge in second graders.
  • To examine how different task demands in syntactic assessments affect performance in relation to reading ability and cognitive skills.

Main Methods:

  • Second graders completed two oral syntactic tasks: a Judgment task (grammaticality discrimination) and a Correction task (grammaticality repair).
  • Task performance was analyzed in relation to reading scores, short-term memory span, and metaphonological skill.

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  • Tasks were designed to be equivalent in grammatical complexity but varied in processing demands.

    • Main Results:

    • Performance on the Judgment task showed wide variability and was influenced by syntactic factors but not significantly by reading ability, metaphonological skill, or short-term memory.
    • Performance on the Correction task was also affected by syntactic factors and was strongly associated with reading ability, metaphonological skill, and short-term memory.
    • Scores on both tasks were systematically affected by the type of syntactic violation.

    Conclusions:

    • Reading disability does not appear to stem from fundamental deficits in syntactic knowledge.
    • Observed sentence-level processing difficulties in less-skilled readers may be attributable to the non-linguistic processing demands inherent in typical syntactic assessment methods.
    • The findings suggest a need to reconsider how syntactic abilities are measured in individuals with reading disabilities.