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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

94
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...
94
Language and Cognition01:27

Language and Cognition

342
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.
342
Language Development01:22

Language Development

341
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...
341

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Related Experiment Video

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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Writing in Elementary Students With Language-Based Learning Disabilities: A Pilot Study to Examine Feasibility and

Cynthia S Puranik1, Anthony Koutsoftas2

  • 1College of Education and Human Development, Georgia State University, Atlanta.

Language, Speech, and Hearing Services in Schools
|June 20, 2024
PubMed
Summary
This summary is machine-generated.

This study shows a writing intervention (WILLD) is feasible for students with language-based learning disabilities (LLD). The intervention improved writing quality and reduced errors in fourth and fifth graders.

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Area of Science:

  • Educational Psychology
  • Special Education
  • Speech-Language Pathology

Background:

  • Children with language-based learning disabilities (LLD) face significant writing challenges.
  • Empirical evidence for effective writing interventions for LLD is limited.

Purpose of the Study:

  • To assess the feasibility and effectiveness of a writing intervention (WILLD) for 4th and 5th graders with LLD.
  • To evaluate a program targeting word, sentence, and discourse writing levels using self-regulation strategies.

Main Methods:

  • 15 students with LLD participated from three schools.
  • A within-group pre-post design was used over 12 weeks.
  • Trained speech-language pathologists and special educators delivered the intervention in small groups.

Main Results:

  • Students demonstrated statistically significant improvements in writing quality.
  • A significant decrease in grammatical errors was observed post-intervention.
  • The WILLD intervention showed promise for enhancing informative writing skills.

Conclusions:

  • The WILLD intervention is feasible for students with LLD.
  • The intervention shows promise for improving writing outcomes when delivered by SLPs and special educators.
  • Further research is warranted to explore implications and refine the intervention.