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Learning Disabilities

Learning Disabilities

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
Dyslexia is a...

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Exploring How Initial Response to Instruction Predicts Morphology Outcomes Among Students With Decoding Difficulties.

Yujeong Park¹, Mary T Brownell², Deborah K Reed³

¹Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville.

Language, Speech, and Hearing Services in Schools

|July 22, 2020

Summary

This summary is machine-generated.

Children with reading difficulties benefit from morphological awareness instruction. Initial response and strong verbal working memory/comprehension predict success in learning word structures.

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Area of Science:

Educational Psychology
Developmental Psychology
Linguistics

Background:

Children with weak decoding skills struggle with multisyllabic words.
Morphological awareness is crucial for reading development.
Identifying predictors of success in morphological instruction is important for at-risk students.

Purpose of the Study:

To investigate predictors of responsiveness to morphological awareness instruction.
To examine the role of initial response and cognitive/language variables in learning morphology.
To identify at-risk third graders who may struggle with morphological instruction.

Main Methods:

Assessed 39 third graders with decoding deficits on language and cognitive variables.
Utilized regression analyses to determine predictive relationships.
Measured initial response to morphological instruction and other variables.

Main Results:

Initial response to morphological instruction was the strongest predictor of morphological skills.
Verbal working memory and comprehension also predicted morphological task performance.
Students at risk for reading disabilities showed varied responsiveness.

Conclusions:

Morphological instruction can benefit students with decoding deficits.
Low initial response or weak verbal comprehension/working memory indicates potential difficulties.
Early identification and targeted support are crucial for these students.