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Learning Disabilities01:25

Learning Disabilities

219
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...
219
Language and Cognition01:27

Language and Cognition

376
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.
376
Language Development01:22

Language Development

401
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.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
401
Components of Language01:24

Components of Language

323
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.
323
Information Processing Approach01:30

Information Processing Approach

79
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
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Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Adapting Curricula for Children With Language Comprehension Deficits.

Mindy S Bridges1, Maura Curran2, Corinne Neal1

  • 1The University of Kansas Medical Center, Kansas City.

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|July 17, 2023
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Summary

Researchers adapted a language curriculum for at-risk children, including those with developmental language disorder (DLD). This involved specific principles to modify it for small-group, Tier 2 intervention, enhancing language comprehension skills.

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Area of Science:

  • Educational Psychology
  • Speech-Language Pathology
  • Implementation Science

Background:

  • Language comprehension is crucial for academic success.
  • Children at risk for low language comprehension, including those with developmental language disorder (DLD), benefit from targeted interventions.
  • Adapting existing curricula can be an efficient strategy to meet these needs.

Purpose of the Study:

  • To describe the adaptation of a Tier 1 whole-classroom language comprehension curriculum for use as a Tier 2 small-group intervention.
  • To identify and apply guiding principles for curriculum modification for children at risk for low language comprehension, including those with DLD.

Main Methods:

  • A multisite research team modified a language-focused curriculum.
  • Five guiding principles were used: increased professional development, simplified language input, enhanced scaffolding, distributed practice, and inclusive materials.
  • The curriculum was adapted from a Tier 1 whole-classroom model to a Tier 2 small-group intervention.

Main Results:

  • A popular, widely-used language-based curriculum was successfully modified.
  • The adaptation process yielded a curriculum suitable for small-group intervention targeting children with or at risk for language comprehension difficulties.

Conclusions:

  • Guiding principles from implementation science can effectively direct curriculum adaptation for specific populations.
  • Speech-language pathologists and educators can utilize these frameworks to scale up or modify interventions for diverse learners.
  • This approach supports evidence-based practices for improving language comprehension in at-risk children.