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Learning disabilities existing concomitantly with communication disorder

L Schoenbrodt1, L Kumin, J M Sloan

  • 1Department of Speech-Language Pathology and Audiology, Loyola College, Baltimore, MD 21210-2699, USA.

Journal of Learning Disabilities
|May 1, 1997
PubMed
Summary
This summary is machine-generated.

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This article details language disorders associated with learning disabilities, covering assessment methods and interventions for semantic, syntactic, and pragmatic development. It also suggests future research directions for these interconnected conditions.

Area of Science:

  • Linguistics
  • Education
  • Psychology

Background:

  • Learning disabilities often co-occur with language disorders, impacting academic and social development.
  • Understanding the characteristics of these dual diagnoses is crucial for effective support.

Purpose of the Study:

  • To describe the nature of language disorders in individuals with learning disabilities.
  • To review assessment tools and intervention strategies for improving language skills.
  • To propose future research avenues in this specialized area.

Main Methods:

  • Discussion of formal and naturalistic language assessment approaches.
  • Review of various service delivery models and intervention techniques.
  • Exploration of research methodologies for studying learning disabilities and language disorders.

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Main Results:

  • Identified key characteristics of language disorders in the context of learning disabilities.
  • Presented effective interventions targeting semantic, syntactic, and pragmatic language components.
  • Highlighted the importance of comprehensive assessment and tailored support.

Conclusions:

  • Effective intervention requires addressing specific language deficits within the framework of learning disabilities.
  • Collaborative approaches and scaffolding techniques show promise.
  • Further research is needed to refine assessment and intervention strategies for secondary language disorders.