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What is a language-based learning disability?
Language-based learning disabilities are problems with age-appropriate reading, spelling, and/or writing. This disorder is not about how smart a person is. Most people diagnosed with learning disabilities have average to superior intelligence.

Speech-language therapy in the school setting is a related service that assists the student with accessing the school curriculum. Speech-language therapy //may// address the following communication skills:
 * **Speech and Language Services in the Ashland Public Schools**

__ Speech __


 * Articulation/Phonology
 * Fluency

__ Receptive Language __


 * Hearing/Listening
 * Auditory/Language Processing and Memory
 * Vocabulary and Concept Development

__ Expressive Language __


 * Vocabulary
 * Word Retrieval
 * Sentence Formulation
 * Verbal Narration

__ Social Communication (Verbal and Non-verbal) __


 * Play
 * Eye Contact
 * Turn Taking
 * Topic-related Comments/Questions
 * Personal Space
 * Facial Expressions/Body Language

** Signs That Speech-Language Therapy May Be Necessary **

In the school setting, concern may be expressed if one or more of the following conditions exist:


 * The student does not respond appropriately or at all to sounds


 * The student is not talking; is only using vowel sounds or is largely unintelligible


 * There are no sentences by three years of age


 * Sentence structure is noticeably faulty or awkward for the student’s age level


 * There is abnormal rhythm, rate and inflection in the voice


 * There are numerous noticeable grammatical or word ordering errors for the student’s age level


 * The student is not understanding or perceiving verbal or written language at his/her age level


 * The student evidences a significant deficit with respect to narration: e.g., delay in response, relevant comments, organization of thoughts


 * The student largely lacks fluency of speech preventing him/her from effectively participating in the classroom.

** Is there a difference between school-based speech-language therapy and clinical-based speech-language therapy? **
 * The student is not demonstrating age appropriate social communication skills


 * School-based speech-language therapy addresses the speech, language and/or hearing issues that interfere with the student’s ability to participate in the classroom


 * Clinical speech-language therapy might address the above as well as functional communication skills that do not necessarily interfere with accessing the curriculum.

** How does a student qualify for speech-language services in the school setting? **


 * A request for a speech-language evaluation or screening originates from the special education office or the Student Review Committee (SRC).


 * Once the evaluation is completed, a Team meeting is held to discuss results and to determine eligibility for special education services. The student must have a communication disability, must not be making effective progress in the classroom due to the qualifying disability and must require specialized instruction in the area of the disability.

What are some signs or symptoms of a language-based learning disability?
//Dyslexia// has been used to refer to the specific learning problem of reading. The term //language-based learning disability//, or just //learning disabilities//, is better because of the relationship between spoken and written language. Many children with reading problems have spoken language problems. The child with dyslexia has trouble almost exclusively with the written (or printed) word. The child who has dyslexia as part of a larger language learning disability has trouble with both the spoken and the written word. These problems may include difficulty with the following:
 * Expressing ideas clearly, as if the words needed are on the tip of the tongue but won't come out. What the child says can be vague and difficult to understand (e.g., using unspecific vocabulary, such as "thing" or "stuff" to replace words that cannot be remembered). Filler words like "um" may be used to take up time while the child tries to remember a word.
 * Learning new vocabulary that the child hears (e.g., taught in lectures/lessons) and/or sees (e.g., in books)
 * Understanding questions and following directions that are heard and/or read
 * Recalling numbers in sequence (e.g., telephone numbers and addresses)
 * Understanding and retaining the details of a story's plot or a classroom lecture
 * Reading and comprehending material
 * Learning words to songs and rhymes
 * Telling left from right, making it hard to read and write since both skills require this directionality
 * Letters and numbers
 * Learning the alphabet
 * Identifying the sounds that correspond to letters, making learning to read difficult
 * Mixing up the order of letters in words while writing
 * Mixing up the order of numbers that are a part of math calculations
 * Spelling
 * Memorizing the times tables
 * Telling time

How is a language-based learning disability diagnosed?
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 SLP will evaluate spoken (speaking and listening) and written (reading and writing) language for children who have been identified by their teachers and parents as having difficulty. For preschool students, the SLP may do any or all of the following: For the older child, the SLP may also do any or all of the following: For all children, the SLP will also provide a complete language evaluation and also look at articulation and executive function. Executive functioning is the ability to plan, organize, and attend to details (e.g., does he or she plan/organize his or her writing? Is he or she able to keep track of assignments and school materials?). To contact a speech-language pathologist, visit ASHA's [|Find a Professional].
 * Gather information about literacy experiences in the home. For example, are there books and other types of reading material around the home? How frequently does the child see family members writing letters, notes, lists, etc.? How often do family members read stories to the child?
 * Observe the child during classroom activities.
 * Evaluate the child's ability to understand verbal and written directions and to pay attention to written information on the blackboard, daily plans, etc.
 * Look for awareness of print.
 * See if the child recognizes familiar signs and logos.
 * Watch to see if a child holds a book correctly and turns the pages.
 * Determine if the child recognizes and/or writes name.
 * Evaluate whether the child demonstrates pretend writing (writing that resembles letters and numbers).
 * See if the child recognizes and/or writes letters.
 * Have the child tap or clap out the different syllables in words.
 * Evaluate if the child can tell whether two words rhyme or give a list of words that rhyme with a specified word.
 * Observe whether the child can read and understand information on handouts and in textbooks.
 * Assess the student's ability to hear and "play with" sounds in words (phonological awareness skills).
 * Have the child put together syllables and sounds to make a word.
 * See if the child can break up a word into its syllables and/or sounds (e.g., "cat" has one syllable but three sounds c-a-t).
 * Assess the older child's phonological memory by having him or her repeat strings of words, numbers, letters, and sounds of increasing length.

What treatments are available for people with a language-based learning disability?
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. If a younger student has difficulty distinguishing the different sounds that make up words, treatment will focus on activities that support growth in this skill area (rhyming, tapping out syllables, etc.). 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. To assist the child best, the SLP may work side-by-side with the child in his or her classroom(s). 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. He or she may be asked to give a verbal and then a written summary of the story. Articulation (pronunciation) needs are also treated in a way that supports written language. For example, if the child is practicing saying words to improve pronunciation of a certain sound, he or she may be asked to read these words from a printed list. 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 may also demonstrate what planning strategies the student uses to organize and focus written assignments. To contact a speech-language pathologist near you, visit ASHA's [|Find a Professional].

What other organizations have information about a language-based learning disabilities?
//This list is not exhaustive, and inclusion does not imply endorsement of the organization or the content of the Web site by ASHA//. [|Return to Top] Suggestions on how to encourage speech and lannguage development birth- 2 years: [|Activities to encourage speech development]
 * [|Learning Disabilities Association]
 * [|British Dyslexia Association]
 * [|Dyslexia Research Institute]
 * [|Dyslexia Awareness and Resource Center]
 * [|International Dyslexia Organization]
 * LD Online
 * apraxia-kids.org

Your child's communication by the 5th grade: [|Communication by the 5th grade]

**Online Resources:**
http://www.speakingofspeech.com/

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