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Olivier, Carolyn; Hecker, Linda; Klucken, Joyce; Westby, Carol

doi:10.1097/00011363-200021010-00004

Cited by 3 publications

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“…A challenging conceptualization, deriving from this finding, especially in the particular age group (adolescents), was that the 'ostensibly low' total IQ score witnessed in most of the SLI adolescents could be a possible 'plasmatic' reflection of the SLI child's ongoing-throughout the school years-struggle with the various academic tasks, due to their 'problematic' language skills, rather than vice versa. [67], have also argued that language deficits interfere with metalinguistic awareness, problems organizing skills and analyzing information effectively and efficiently. Mathematical reasoning requires all the above abilities, thus explaining why the SLI group experienced significant difficulties in this area.…”

Section: Discussionmentioning

confidence: 99%

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

et al. 2021

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SLI and SLD constitute two independent neurodevelopmental disorders, which frequently cause challenges in the diagnosis process, especially due to their nature. This has caused disagreement among clinicians regarding their recognition as separate or overlapping disorders. The objective of the study was to enlighten the path of valid diagnosis and intervention during adolescence when the two disorders change their manifestation and overlap. Two hundred Greek adolescents (140 boys and 60 girls), 124 already diagnosed with SLD and 76 diagnosed with SLI, 12–16 years old, participated in the study. All participants were assessed in reading, oral and written language and mathematics (mathematical operations and mathematical reasoning) along with IQ testing. In order to determine statistically significant differences, the chi-square test, independent samples t-test, odds ratios and their 95 per cent confidence intervals were implemented. The results revealed that the SLI group presented significantly greater difficulties than SLD in their overall cognitive-mental profile and in most language and mathematical measurements (number concept, executive-procedural part of solving operations and mathematical reasoning). The similarity of the two groups was mainly detected in their deficient metacognitive, metalinguistic and metamnemonic strategies. The research concludes that SLD adolescents managed to overcome their difficulties to a significant degree, while adolescents with SLI still struggle with many learning areas.

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Section: Discussionmentioning

confidence: 99%

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

et al. 2021

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Creating a Successful Learning Environment for Postsecondary Students with Learning Disabilities: Policy and Practice

Harrison

2003

Journal of College Reading and Learning

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Language Disorders Are Learning Disabilities

Sun

Wallach

2014

Topics in Language Disorders

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This article takes readers along the pathway of language learning and disorders across childhood and adolescence, highlighting the complex relationship between early (preschool) language disorders and later (school age) learning disabilities. The discussion starts with a review of diagnostic labels widely used in schools and other professional settings. The sometimes confusing interpretations of labels such as specific language impairment and specific learning disabilities are discussed. We outline key relations that exist among language proficiency, language disorders, and school success and emphasize the centrality of language in literacy and academic success within a conceptual framework that addresses both inherent factors (e.g., abilities the language a child "comes with" to school including one's foundational literacy levels) and external factors (e.g., classroom dynamics, textbook language). We argue that mismatches between these factors come together in a manner that is best captured by the term, language learning disability. We end with a summary of key points that encourage professionals to reevaluate and challenge the traditional view that children and adolescents with language disorders are a separate and distinct population from those with learning disabilities.

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Language

Cited by 3 publications

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Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

Similarities and Differences in the Learning Profiles of Adolescents with SLD and SLI in Mathematics—A Preliminary Analysis

Creating a Successful Learning Environment for Postsecondary Students with Learning Disabilities: Policy and Practice

Language Disorders Are Learning Disabilities

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