Understanding Language-Based Learning Disabilities

Language-Based Learning Disabilities (LBLDs) represent a spectrum of difficulties impacting the understanding and utilization of both spoken and written language. These disabilities are not indicative of a person's intelligence but rather stem from neurological differences in how the brain processes language. It's essential to recognize that individuals with LBLDs can be bright, curious, and eager to learn, but they require specific support to access traditional instruction effectively.

Defining Language-Based Learning Disabilities

LBLDs are characterized by cognitive and behavioral differences in comprehending, processing, and utilizing spoken and/or written language. These disabilities can manifest in various ways, affecting reading, listening, oral expression, written expression, and even mathematics. The severity and specific challenges vary from person to person.

LBLD results from a combination of neurobiological differences (variations in the way an individual’s brain functions) and environmental factors (e.g., the learning setting, the type of instruction).

Areas Affected by LBLDs

LBLDs can impact several key areas of language and learning:

Reading: This encompasses decoding (word attack/phonological awareness), reading fluency, and reading comprehension. Dyslexia, a phonologically-based reading disability, often falls under the LBLD umbrella, affecting decoding accuracy, fluency, and comprehension.
Listening (Auditory Processing): Difficulty processing sounds and spoken language can hinder comprehension.
Oral Expression/Word Retrieval (Expressive Language): Individuals may struggle to express ideas clearly, often experiencing difficulty retrieving the right words.
Oral Comprehension (Receptive Language): Understanding spoken language can be challenging, impacting the ability to follow directions and comprehend conversations.
Written Expression: Spelling, grammar, and mechanics can be significantly affected, leading to difficulties in written communication. Dysgraphia, a disorder affecting spelling, punctuation, and handwriting, is often associated with LBLDs.
Mathematics: Dyscalculia, a disorder affecting number sense, math reasoning, and the ability to process math facts, can also be linked to LBLDs.
Executive Functioning: Difficulties with planning, organization, time management, and task completion can further compound the challenges faced by individuals with LBLDs.

The Connection Between LBLD, Dyslexia, and Related Disabilities

An individual diagnosed with an LBLD often has the specific diagnosis of dyslexia. Dyslexia is a phonologically-based reading disability that results in difficulty decoding words accurately, which affects reading fluency and then reading comprehension. Not all people diagnosed with an LBLD have dyslexia, although the majority will. It may be that their basic decoding and reading skills are intact; however, they may struggle with other areas of language processing and written or verbal expression.

Attention deficit hyperactivity disorder (ADHD), central auditory processing disorder(CAPD), and anxiety disorders are often seen as comorbid, or commonly occurring diagnoses for people with LBLDs.

Understanding the Cognitive Profile

An important piece in defining and diagnosing an LBLD includes looking carefully at the individual’s cognitive profile. A person with an LBLD is going to have difficulties in reading, writing, listening, and speaking, despite having average to above-average cognitive ability, specifically in the areas of verbal comprehension, visual-spatial abilities, and fluid reasoning or problem solving. Although the LBLD individual may have somewhat lower working memory and/or processing speed, they have an overall strong ability for reasoning, problem solving, and “big-picture thinking.” They are bright, visual, and hands-on kinesthetic learners who tend to struggle more auditorily (listening).

Manifestation and Identification of LBLDs

While some students with language-based learning disabilities are diagnosed very young, many other students progress through early elementary school with few issues. As they transition into middle school, high school, or even college, the demands for language rise, as do expectations for independent learning. Students who perform competently in structured, skills-based, supportive classrooms may find themselves floundering as they try to manage their school and homework with less individual guidance from teachers. They may suddenly seem anxious, frustrated, angry, or defeated about school. This level of change warrants investigation, and should not automatically be attributed to typical adolescent behavior. Sometimes difficulties emerge because the compensatory strategies students used in the past stop working. Many bright students with learning disabilities go to great lengths to mask their struggles. Their intelligence enables them to compensate for lack of skill in one area with talents in other areas. A student might be a terrific talker and demonstrate solid knowledge in class discussions. Why would the teacher guess this student cannot read fluently? While students’ capacity to adapt is admirable, the cost is high.

Early Predictors and Research Trends

Research on neuro-markers for learning-based language disorders was analyzed using bibliometric techniques, which were taken advantage of in this study. Data from the Web of Science Core Collection, one of the most comprehensive and trustable data sources, was used in the analysis. The researchers conducted an exhaustive literature retrieval on 20 May 2021, regardless of publication year, country of origin, or language. The researchers rigorously identified all possible relevant keywords for the retrieval of all related publications.

The data indicate a slow growth in the research on the topic with only single-digit publications from 1991 to 1997 with a gap of 2 years as no publication appeared in 1992 and 1993. After 1997, almost a consistent growth with a little variation has been observed, with 2018 as the top year contributing the highest number of publications followed by 2015, 2016, and 2020. According to the citation analysis, 2003 was the year with the highest number of citations, followed by 2006 and 2005. The further analysis regarding U1 (Usage Count in Last 180 Days) placed 2021 at the first position, followed by 2018 and 2020.

Read also: Movie Guide for English Learners

Early predictors of LBLDs would be useful as targets for specific prevention and intervention programs to be implemented at very young ages, which could have a significant clinical impact. A novel finding of neuroimaging predictors combined with neurocognitive and neuropsychological batteries may have implications for future research.

Intervention and Support Strategies

The key to supporting students with LBLD is knowing how to adjust curriculum and instruction to ensure they develop proficient language and literacy skills. Most individuals with LBLD need instruction that is specialized, explicit, structured, and multisensory, as well as ongoing, guided practice aimed at remediating their specific areas of weakness.

Students with LBLDs thrive when instruction is:

Explicit and systematic
Multisensory (engaging sight, sound, and movement together)
Repetitive and cumulative, reinforcing skills over time
Scaffolded with visual and organizational supports
Delivered by teachers with expertise in how language develops and how to break it down

The Role of Speech-Language Pathologists (SLPs)

A speech-language pathologist (SLP) is part of a team consisting of the parents/caregivers and educational professionals (i.e., teacher(s), special educators, psychologist). The goals of speech and language treatment for the child with a reading problem target the specific aspects of reading and writing that the student is missing. For example, if the student is able to read words but is unable to understand the details of what has been read, comprehension is addressed. Individualized programs always relate to the school work. Therefore, materials for treatment are taken from or are directly related to content from classes (e.g., textbooks for reading activities, assigned papers for writing activities, practice of oral reports for English class). The student is taught to apply newly learned language strategies to classroom activities and assignments. Intervention with spoken language (speaking and listening) can also be designed to support the development of written language. For example, after listening to a story, the student may be asked to state and write answers to questions. Articulation (pronunciation) needs are also treated in a way that supports written language. The SLP consults and collaborates with teachers to develop the use of strategies and techniques in the classroom. For example, the SLP may help the teacher modify how new material is presented in lessons to accommodate the child’s comprehension needs. The SLP consults with both educators and parents to teach and model language activities that promote success. Explain the importance of joint book reading and provide demonstration lessons.

Addressing Learning Problems Early

Learning problems should be addressed as early as possible. Many children with learning disabilities that are treated later, when language demands are greater, experience lowered self-esteem due to their previous academic frustrations and failures.

Read also: Ultimate Guide: Language Notebook

Navigating the Path Forward

If you suspect your child/student is struggling with an LBLD, the initial step involves psycho-educational testing (through the public school system) or neuropsychological testing (privately). Testing will provide information regarding current levels of cognitive, academic, and language functioning. This will also help with making recommendations regarding possible next steps to take and services that may be needed. Most importantly, continue to encourage your child/student, understand they are struggling, and remember that support is available for all types of learners.

tags: #language #based #learning #definition