From http://familyfun.go.com/parenting/learn/assess/feature/dony18learningdisabled/dony18learningdisabled2.html

Language processing difficulties are the most common type of learning disability. Youngsters with processing problems might have trouble in any of the following areas or in a combination of areas:

1. Comprehension. Language-impaired children tend to have problems understanding conversation and directions, especially when distracted in noisy rooms.

2. Hearing words correctly. A child may have trouble hearing the sounds in words (phonemic awareness), and problems with grammar and word sequencing. They may not, for example, be able to discriminate the difference between the phrases “blocking the punch” and “punching the block.”

3. Remembering verbal directions: While they may be able to process simple instructions adequately (“bring me the green ball”), difficulty sets in when the language increases in complexity. (“Put the green ball back in your room and then wash your hands; go to the kitchen and take a seat.”)

4. Expressing themselves appropriately. Even children who understand and can use words correctly may have great difficulty finding the words they want. So-called word-retrieval or word-finding problems can manifest themselves in various ways. Either a child is frightened into silence by his inability to get his meaning across, or he uses a huge number of words to make himself understood. A child explaining that he’d like his sister’s stuffed kangaroo might say, for example, “Please, uhm, could I have that furry brown animal that jumps a lot and has, uhm, that pouch thing in front?”

Language processing difficulties don’t suddenly appear in early elementary school; they are usually a continuation of specific language problems present in early childhood. Children who have difficulty with speech-sound discrimination early on may have problems reading and spelling as they reach school age.

Lisa Strick and Corinne Smith, coauthors of PARENT’S GUIDE TO LEARNING DISABILITIES, offer the following checklist to help parents determine whether their child has a language problem. It is normal for children to display a few behaviors on the list. But a persistent pattern of symptoms may indicate a language disability.
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From http://learningdisabilities.about.com/od/instructionalmaterials/qt/adaptmaterials.htm
 

Language Processing Problems – Tips and Strategies to Adapt and Modify Materials and Instruction to Improve Language Comprehension

Accommodating the needs of students with language processing problems, receptive language disabilities, dyslexia and listening comprehension weaknesses involves:
 

* Presenting written material in brief and direct terms;
* Omitting non-essential details and double negatives; [li}Avoiding multiple choice items that require complex analysis of language should be limited. Focus instead on essential details and facts required to master the subject matter;
* Allowing extra time for students to listen to, think about, and form their own thoughts about written and spoken materials used in class;
* Allowing students to discuss assignments with each other and with teachers to get clarification; and
* Using visual models and hands-on projects when possible to allow students to gain understanding of material using their visual learning skills.

 

Accommodating Language Processing Deficits – Ways Teachers and Parents can Implement Accommodations:

* Tape lectures and lessons for playback at home during study and homework sessions;
* Have a teacher, aide, peer tutor, or other appropriate person paraphrase instructions in writing or on tape;
* Simplify words in text. Paraphrase by eliminating non-essential words and phrases, and double negatives;
* Help the child summarize what he has read and write it down in brief, easy-to-understand terms;
* Provide examples of good work, and point out features of the work that contribute to its quality. Check to ensure the student understands what characteristics distinguish good work from poor work;
* Break large reading assignments into smaller sections;
* Note the most important parts of text and instructions. Use a highlighter, and write these down in simple, concise terms;
* Create a study guide that includes key vocabulary with definitions, guiding questions, and a clear statement of learning goals for the reading or task;
* Make liberal use of visual models, pictures, videos, computer generated models, or any other means available to allow students to use their visual reasoning skills to understand materials and to express their own understanding; and
* Allow students to use visual models and projects as alternatives to written assignments or spoken presentations when possible.
* Allow students to use multisensory materials and strategies.

From http://www.addiss.co.uk/languagedisorders.htm

Philippa Greathead
Speech Language Pathologist
Speech-Language-Learning Centre
Westmead, NSW, Australia

The child or adolescent with ADHD and learning problems will often present to the Speech Language Pathologist with a range of clinical problems in language that are contributing to the learning disorder.

The types of language problems experienced by children with ADHD are varied and can cover all the modalities of language. Typically problems are seen in:

Syntax:
Disorders of syntax (oral and written grammar) are difficulties using and/or comprehending the structural components of sentences.

Semantics:
Semantic difficulties in language involve problems with word meanings and organization. School problems include difficulties comprehending written and spoken language, poor vocabulary, word-finding difficulties and difficulties using context to help with the comprehension of reading.

Pragmatics:
Pragmatics is the term used for the social use of language – i.e. the ability to use language as a means to interact with others socially or for a specific purpose (e.g. requesting information, expressing feelings, holding a conversation with people of different age levels).
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