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[1] A language impairment is a specific deficiency in understanding and sharing thoughts and ideas, i.e. a disorder that involves the processing of linguistic information. Problems that may be experienced can involve the form of language, including grammar, morphology, syntax; and the functional aspects of language, including semantics and ...
[18] [19] These practices provide effective strategies for writing courses to cater to the unique needs of students with dyslexia. [ 18 ] [ 19 ] For instance, John Corrigan, a graduate student with dyslexia, indicates that "the best method is one-on-one [assistance]" [ 19 ] from professors or teachers in order to elevate the students ...
Various teaching strategies are more successful for students that are linguistic or culturally diverse versus traditional methods of teaching used for students whose first language is English. It is then also true that the proper way to diagnose a learning disability in English language learners (ELL) differs.
Language-based learning disabilities or LBLD are "heterogeneous" neurological differences that can affect skills such as listening, reasoning, speaking, reading, writing, and math calculations. [1] It is also associated with movement, coordination, and direct attention. LBLD is not usually identified until the child reaches school age.
Developmental coordination disorder (DCD), also known as developmental motor coordination disorder, developmental dyspraxia, or simply dyspraxia (from Ancient Greek praxis 'activity'), is a neurodevelopmental disorder [1] characterized by impaired coordination of physical movements as a result of brain messages not being accurately transmitted to the body.
Developmental verbal dyspraxia (DVD), also known as childhood apraxia of speech (CAS) and developmental apraxia of speech (DAS), [1] is a condition in which an individual has problems saying sounds, syllables and words. This is not because of muscle weakness or paralysis.
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...
Dr. Orton's key contribution to the field of education was the concept of "multisensory" teaching–integrating kinesthetic (movement-based) and tactile (sensory-based) learning strategies with teaching of visual and auditory concepts. Dr. Orton wanted a way to teach reading that would integrate right and left brain functions.