Specific Developmental Disorders: The Language-Learning Continuum

Swank, Linda K.

doi:10.1016/s1056-4993(18)30198-6

Cited by 8 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…35,44,50 Seventy-four percent of those children identified in 3rd grade as reading disabled will remain so in the 10th grade. 30,34,43,51 Readers with dyslexia must expend more attention, concentration, and energy on the task, which makes reading unpleasant, tiring, and difficult. 39 Students who cannot read well read less.…”

Section: Dyslexiamentioning

confidence: 99%

“…Results of longitudinal studies have shown that when intervention is delayed until 3rd grade or 9 years of age (the average age at which these children receive services), then approximately 74% of these children will continue to have difficulties learning to read through high school. 30,34,43,51 Gains are maintained for at least 1 or 2 years by approximately 50% of children after they return to the school's standard curriculum. These children who retain their benefits improve from year to year, but they do not further catch up to typical readers.…”

Section: Recognition and Treatmentmentioning

confidence: 99%

See 1 more Smart Citation

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

View full text Add to dashboard Cite

Learning disabilities constitute a diverse group of disorders in which children who generally possess at least average intelligence have problems processing information or generating output. Their etiologies are multifactorial and reflect genetic influences and dysfunction of brain systems. Reading disability, or dyslexia, is the most common learning disability. It is a receptive language-based learning disability that is characterized by difficulties with decoding, fluent word recognition, rapid automatic naming, and/or reading-comprehension skills. These difficulties typically result from a deficit in the phonologic component of language that makes it difficult to use the alphabetic code to decode the written word. Early recognition and referral to qualified professionals for evidence-based evaluations and treatments are necessary to achieve the best possible outcome. Because dyslexia is a language-based disorder, treatment should be directed at this etiology. Remedial programs should include specific instruction in decoding, fluency training, vocabulary, and comprehension. Most programs include daily intensive individualized instruction that explicitly teaches phonemic awareness and the application of phonics. Vision problems can interfere with the process of reading, but children with dyslexia or related learning disabilities have the same visual function and ocular health as children without such conditions. Currently, there is inadequate scientific evidence to support the view that subtle eye or visual problems cause or increase the severity of learning disabilities. Because they are difficult for the public to understand and for educators to treat, learning disabilities have spawned a wide variety of scientifically unsupported vision-based diagnostic and treatment procedures. Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/perceptual vision therapy, “training” glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.

show abstract

Section: Dyslexiamentioning

confidence: 99%

Section: Recognition and Treatmentmentioning

confidence: 99%

Learning Disabilities, Dyslexia, and Vision

Handler¹,

Fierson²

2011

Pediatrics

160

View full text Add to dashboard Cite

show abstract

“…SLI is believed to affect approximately 7% of children (Leonard, 1998;Tomblin, Smith, & Zhang, 1997). Neuropsychological studies of SLI have revealed deficits in verbal working memory (Hulme & Roodenrys, 1995;Kamhi, Catts, Mauer, Apel, & Gentry, 1988) which is believed by many researchers to be at the root of the language difficulties (e.g., Baddeley & Wilson, 1993;Gathercole & Baddeley, 1989;Swank, 1999). According to Montgomery (2003), some researchers have proposed, that deficient verbal working memory might serve as "a reliable, culture-free marker of SLI".…”

mentioning

confidence: 99%

The impact of specific language impairment on working memory in children with ADHD combined subtype

Jónsdóttir¹,

Bouma²,

Sergeant³

et al. 2005

Archives of Clinical Neuropsychology

View full text Add to dashboard Cite

The objective of this study was to examine the impact of comorbid specific language impairment (SLI) on verbal and spatial working memory in children with DSM-IV combined subtype Attention Deficit Hyperactivity Disorder (ADHD-C). Participants were a clinical sample of 812- to 1212-year-old children diagnosed with ADHD-C. A group of ADHD-C with SLI was compared to a group of ADHD-C without SLI, and a group of normal children, matched on age and nonverbal intelligence. The results show that ADHD-C children with SLI scored significantly lower than those without SLI and normal children, on verbal working memory measures only. Both ADHD groups performed normally on spatial working memory measures. It is concluded that working memory deficits are not a specific characteristic of ADHD but are associated with language impairments. The importance of screening for language disorders in studies of neuropsychological functioning in children with ADHD is emphasized.

show abstract

“…On the contrary, recent publications emphasize the unitary nature of dyslexia, assigning phonological failure as the pathogenic basis for dyslexias (Shaywitz et al, 1992;Swank , 1999).…”

Section: Introductionmentioning

confidence: 99%

Evaluación del apoyo de una imagen en la dificultad lectora en la lengua española

Rodríguez¹

2017

EJREP

View full text Add to dashboard Cite

This research analyses possible advantages of using schematic drawings with dyslexic readers in a transparent orthography (i.e. Spanish language).To assess the usefulness of such drawings, the procedure consisted of comparing latency times (LT) for familiar words and pseudo words in a naming task. The experimental group was formed by dyslexic readers who were aided by the image support of schematic drawings made with shorthand elements.After comparing LT, it was observed that the dyslexic readers identified the stenographs (syllables) not as abstract signs, but rather as an integral part of the person-characters represented in the figures themselves. It is deduced that the difficulty which syllables present to dyslexic persons could be linked to their dissociation of syllables from the image corresponding to the whole word.

show abstract

Specific Developmental Disorders: The Language-Learning Continuum

Cited by 8 publications

References 26 publications

Learning Disabilities, Dyslexia, and Vision

Learning Disabilities, Dyslexia, and Vision

The impact of specific language impairment on working memory in children with ADHD combined subtype

Evaluación del apoyo de una imagen en la dificultad lectora en la lengua española

Contact Info

Product

Resources

About