Children with specific learning disorder (SLD) have poor academic skills, but they also experience difficulties with their peers, including an inability to recognize interpersonal conflict, infer emotion, and resolve social conflict. In addition, children with SLD are known to have problems with language. The importance of language to social…

This systematic review addresses the research gap in understanding the efficacy of experimental interventions designed to improve the academic outcomes of English Learners with Learning Disabilities (ELswLD). After conducting a rich evaluation of reviews related to English Learners and to students who have disabilities, we contextualize the need…

A review of research on the relationship of otitis media (ear infection) and learning/language/hearing disorders revealed that incidence of otitis media was twice as common in learning disabled as nonLD students; and that, in general, otitis-prone children scored below controls with frequent evidence of performance deficits. (CL)

The author reviews literature on fluency of decoding, sentence awareness or comprehension, and comprehension of larger than sentence texts, in relation to reading comprehension problems in learning disabled children. Initial sections look at the relation of decoding and fluency skills to skilled reading and differences between good and poor…

The paper provides an overview of issues in postsecondary education programing for adults and adolescents with learning disabilities. Information provided is derived from a literature review and research and clinical experience. Definitional distinctions between learning disabled (LD) and underachieving students are noted and characteristics (both…

A review of studies of word learning by normal adults and children, neuropsychological patients, and special development populations provides evidence that the phonological loop plays a crucial role in learning the novel phonological forms of new words, suggesting that the phonological loop stores unfamiliar sound patterns while more permanent…

Research is reviewed on language growth between 10-14 years in children with language-learning disabilities. Delays are discussed in semantic development, concept formation, syntactic development, memory, and pragmatics. A strategies-based intervention focus is described along with the need for counseling and for developing adaptive coping and…

Summarizes role of language deficiencies in reading disability, focusing on two areas that appear critical to reading skill: language processing abilities and the awareness of phonological structure. Shows distinguishing characteristics of disabled readers to be consistent with theoretical and experimental findings about skilled reading, and to…

The literature on spelling strategies of normal and learning disabled children is reviewed, and suggestions for the classroom teacher are offered. After a brief examination of this century's attempts to improve the basic school speller, attention is directed to M. Halle and N. Chomsky's research on the English sound system and Chomsky's theory of…

Available evidence suggests that early language intervention is effective when designed to meet the needs of the individual child. Intervention should begin when risk or predisposing factors so indicate or when significant delays are present. Intervention should respect the child's developmental level in relevant areas and should address…

The paper describes and advocates process-oriented rather than product-oriented approaches to language intervention for students with language-learning disabilities. The paper discusses the need for different reasoning strategies in language intervention, a "levels of competence" macromodel for language intervention, a process-oriented micromodel,…

The literature on the critical role of parents in the education of children with severe learning difficulties is discussed in the context of playgroups and nursery schools, language training, home-school contacts, teaching by parents, and school leaving. (DB)

Application of the research-based principle that first and second language cognitive and academic development are interdependent and that language acquisition is largely dependent on students receiving sufficient comprehensible input in the target language is discussed in reference to program planning for academically at risk language minority…

This paper proposes that foreign-language learning problems result from difficulties with native-language learning. Research evidence is summarized showing that good and poor foreign-language learners exhibit significantly different levels of native-language skill and phonological processing ability. Potential challenges to this hypothesis are…

Current thinking about language, learning, and literacy are discussed, focusing on such themes as: literacy as a part of language learning, understanding text and written language modes, the "metas" in language and cognition, and maintaining a clinical focus in classroom contexts and beyond. Four researcher-clinicians offer observations about…