Specificity and Characteristics of Learning Disabilities

Autor/inn/en	Eisenmajer, Natasha; Ross, Nola; Pratt, Chris
Titel	Specificity and Characteristics of Learning Disabilities
Quelle	In: Journal of Child Psychology and Psychiatry, 46 (2005) 10, S.1108-1115 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/j.1469-7610.2004.00394.x
Schlagwörter	Evidence; Reading Difficulties; Spelling; Oral Language; Learning Disabilities; Language Impairments; Memory; Language Skills; Language Acquisition; Mathematics Achievement; Identification; Classification + Suchen Sie Ihr Suchwort? Evidenz; Reading difficulty; Leseschwierigkeit; Schreibweise; Oral interpretation; Mündlicher Sprachgebrauch; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Gedächtnis; Language skill; Sprachkompetenz; Sprachaneignung; Spracherwerb; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Identifikation; Identifizierung; Classification system; Klassifikation; Klassifikationssystem
Abstract	Background: The specificity of impairments in specific reading disabilities (SRD) and specific language impairments (SLI) has recently been questioned, with many children recruited for studies of SRD and SLI demonstrating impairments in both reading and oral language development. This has implications for the results of SRD and SLI studies where both reading and oral language skills are not assessed. Thus there is a need to compare the profiles of children with both oral language and reading impairments to groups of children with SRD and SLI. Methods: The reading, oral language, short-term auditory memory, phonological processing, spelling, and maths abilities of 151 children (aged between 7 and 12 years) drawn from a Learning Disabilities Clinic were assessed. Results: Five groups were identified, including children who demonstrated either a specific reading disability or a specific language impairment and children who showed evidence of both reading and oral language impairments. Differences were found between the groups on maths, phonological processing, short-term auditory memory, and spelling measures, with the children displaying both language and reading deficits generally performing at a lower level than the children with specific reading or language deficits. Conclusions: It was concluded that more careful screening needs to be conducted in both clinical and research settings to accurately identify the nature of deficits in children with reading and oral language difficulties. Furthermore, a third and separate category of children with a mixed pattern of impairments needs to be considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10