Language Learning Disability - Essay Example

Abstract

The paper addresses the problem of a language learning disability (LLD) by using various approaches that target students learning improvement. Through chapter summaries, the study establishes various ways in which LLD can be addressed while mitigating the challenges. Further research was carried out to expand LDD while introducing more interventions on how secondary students can improve their learning and how technology can improve the general learning.

Summaries

Chapter 14 Summary

Child language ability is critical, and they form the basic foundation of language learning. Language impairment is diagnosed at preschool years; if not treated, it is likely to develop to LLD in the school-age years. If the student is faced with impairment, there is a likelihood of developing challenges in language skills that affect student communication, wants, and ideas. These challenges can be categorized as semantics, morphosyntax, phonology, and pragmatics. These categories have a different characteristic that a student exhibits at preschool and school-age while experiencing LLD (Westman, 2014). Semantics characteristics at preschool include having late first-word attainment, use of more nouns than verbs, and requiring more exposures to learn new vocabulary. While at the school age, the student is likely to show reduced lexicon, reduced attainment due to limitation in reading and struggles in figurative language. Morphosyntax also has various characteristics such as omissions of past tense and use of the plural, confusion of pronouns, and challenges when using simple phrases. In the school-age level, the student has mastered language but makes mistakes in written language, experiences difficulties while using prefixes, and suffixed; at this level, the student has reduced challenges of complex forms.

Phonology is the third category that student experiences characteristics at preschool, such as poor pronunciation, persisting phonological process, and nonconforming speech sound forms. At school age, the student shows characteristics such as challenges in remembering phonological information, experiences reduced articulation errors as well as phonological awareness but has struggled in most complex words (Westman, 2014). Lastly, the Pragmatic category has characteristics such as limited choice of communicative targets and either present or absent intents. In the school-age level, the student is likely to show challenges in literate forms of discourses, challenges in explaining expression, and failure to identify and repair communication. The teacher approaches these challenges by developing a focused language curriculum that has modified comprehensions to both instructional processes and classroom settings. This is the most appropriate manner to help students with LLD challenges. The method is also important in intervention since it can be set in the classroom for the teacher to archive intended goals. Preventing future LLD is also a critical role in ensuring the student remains active in normal learning.

Chapter 20 Summary

The chapter focuses on major issues that affect students with challenges in reading and understanding secondary settings. The chapter also focuses on students with reading difficulties and those who are candidates of intervention. The chapter involves a study that addresses how the student experience such challenges and to overcome them. From the study, the older students required more intervention to overcome reading difficulties. At some point, the older students were able to make gains on foundation skills involving word reading, although at some point, they were faced with challenges of reading comprehension in later grades. They were also unable to maintain fluency when remediation was stopped (Westman, 2014). The study also established that some of the students experienced new learning problems that they did not have before. To help such students is using response-to-intervention (RTI), which focuses on the secondary level. The use of classroom-based learning is also impactful for such students, the use of a different intervention method, and using new guidelines to improve the reading abilities of students. While using RTI, there are some of the critical factors that are important. Some of these factors include developing and use of screening and progress monitoring tools, implementation of ways that aim at vocabulary and comprehension improvements, and evaluating secondary and tertiary interventions.

Chapter 30 Summary

Technology is one of the factors that have contributed to new ways of learning and communicating. Therefore, technology is creating an impact on how learning takes place; technology is offering new ways of writing, reading, access to information, among other positive factors. The chapter identifies various ways that can be used to improve student's writing abilities and to read abilities for the students facing leading disabilities (LS). Students facing LS can be helped through as a special education that addresses word recognition, comprehension reading, and writing. Word reading and fluency can be archived through a computer with speech feedback and computer-assisted instruction (CIA) that is designed for phonological teaching, decoding, and word recognition (Westman, 2014). According to chapter findings, students can also develop word-recognition skills through word analysis and practicing in reading words in comprehension while they are guided by someone to help them read the difficult words. Computers are well fixed to provide such speech feedback, thus helpful for students. Technology improves text comprehension through electronic text that is enhanced with speech synthesis, definition, graphics, and supplementary texts. Lastly, students with LD struggle with the overall quality of writing due to a lack of transcription in cognitive resources. However, technology presents new ways of improving writing. These methods include word processing, spelling monitors, visuals, word prediction, speech recognition, and spelling instructions. Therefore, technology should effectively to enhance reading among students facing learning disabilities.

Research

A child facing a risk of LLD in preschool years requires more exposure to ways that can improve their language skills. One of the approaches is by ensuring that the child is socially exposed. Children infer a speaker’s communicative intent and use that information for their language learning. The environment to which the child is exposed also should be embracing more communication (Darling-Hammond & Osher, 2020). Another approach is perceptual; this is a factor that sets the stage for learning in children. Therefore perceptibility matters a lot in creating language skills. Cognitive processes are a factor that is associated with frequency and trade-offs. Frequency affects the rate of learning in a manner that children exposed to high proportions tend to learn faster compared to those in ordinary input (Solis & Cho, 2018). Other factors include conceptual and linguistic; these approaches can be used to improve the learning skills of a child at risk of LLD.

Language forms the background of various factors that influence how the students understand instructions, activeness in class, among other factors. Language can be shaped by a culture that sets the students ready to teach (Goodrich & Farver, 2019). The language also helps the students to expand knowledge since the student is an ability to understand most of what the teachers teach. A student with a well-developed language will also be able to engage with his peers and teachers since they call all understand each other in the most effective way. The student also becomes confident in expressing himself, thus contributing to most of the class discussions. Therefore, language is the background of learning.

Some of the students at the secondary level still experience leading problems. However, this problem can be mitigated by using new intervention strategies. Some of these strategies include incorporating tactics that support intellectual developments that align with the student's needs. Another means is distinguishing instructional provision by generating it more in an organized such that it allows opportunities for feedback (Rush, 2019). Also, adding instructional tine and decreasing group size can help address specific students who are in need of extra services. In a biblical worldview, people should excise fairness and equality, especially on people with needs (van Ommen, 2019). Therefore, helping such students is one of the ways to show fairness by ensuring they are in the same phase with other students. Technology has been led to many improvements in learning. Teachers are using computers and electronic devices to engage students in more learning materials that are improving student's ability to read (Picton, 2019). With features that support learning, the teacher can make a wide of learning issues without having to carry bulky files for referring while teaching. The students as well can access information from a single device that gives options to focus on the area of interest.

Summary Statements

The learning chapters have presented credible information that addresses the issue of language learning disability. Chapter 14 has addressed ways in which language plays a major role in a student's learning. The chapter has also highlighted challenges that are categorized semantics, morphosyntax, phonology, and pragmatics. These factors have various challenges that are present in preschool and school-age levels. These challenges can be mitigated through instructional processes and classroom-based learning. Chapter 20 addresses challenges that face students at the secondary level in reading (Westman, 2014). The chapter also identifies classroom-based learning as one of the ways in which students can improve their learning skills. The chapter introduces other intersections such as response-to-intervention (RTI), among others that be applied by teachers. Lastly, chapter 30 introduces the importance of using technology as a way of improving literacy (Westman, 2014). The chapter identifies various approaches that can improve students writing, comprehension reading, and word recognition. Basically, the three chapters connect to each other; chapter 14 introduced preschool and school-age level LDD challenges; chapter 20 introduces secondary challenges, while chapter 30 offers solutions to such challenges through technology adaptation.

Read More

Word reading and fluency can be archived through a computer with speech feedback and computer-assisted instruction (CIA) that is designed for phonological teaching, decoding, and word recognition (Westman, 2014). According to chapter findings, students can also develop word-recognition skills through word analysis and practicing in reading words in comprehension while they are guided by someone to help them read the difficult words. Computers are well fixed to provide such speech feedback, thus helpful for students. Technology improves text comprehension through electronic text that is enhanced with speech synthesis, definition, graphics, and supplementary texts. Lastly, students with LD struggle with the overall quality of writing due to a lack of transcription in cognitive resources. However, technology presents new ways of improving writing. These methods include word processing, spelling monitors, visuals, word prediction, speech recognition, and spelling instructions. Therefore, technology should effectively to enhance reading among students facing learning disabilities.

Research

A child facing a risk of LLD in preschool years requires more exposure to ways that can improve their language skills. One of the approaches is by ensuring that the child is socially exposed. Children infer a speaker’s communicative intent and use that information for their language learning. The environment to which the child is exposed also should be embracing more communication (Darling-Hammond & Osher, 2020). Another approach is perceptual; this is a factor that sets the stage for learning in children. Therefore perceptibility matters a lot in creating language skills. Cognitive processes are a factor that is associated with frequency and trade-offs. Frequency affects the rate of learning in a manner that children exposed to high proportions tend to learn faster compared to those in ordinary input (Solis & Cho, 2018). Other factors include conceptual and linguistic; these approaches can be used to improve the learning skills of a child at risk of LLD.

Language forms the background of various factors that influence how the students understand instructions, activeness in class, among other factors. Language can be shaped by a culture that sets the students ready to teach (Goodrich & Farver, 2019). The language also helps the students to expand knowledge since the student is an ability to understand most of what the teachers teach. A student with a well-developed language will also be able to engage with his peers and teachers since they call all understand each other in the most effective way. The student also becomes confident in expressing himself, thus contributing to most of the class discussions. Therefore, language is the background of learning.

Some of the students at the secondary level still experience leading problems. However, this problem can be mitigated by using new intervention strategies. Some of these strategies include incorporating tactics that support intellectual developments that align with the student's needs. Another means is distinguishing instructional provision by generating it more in an organized such that it allows opportunities for feedback (Rush, 2019). Also, adding instructional tine and decreasing group size can help address specific students who are in need of extra services. In a biblical worldview, people should excise fairness and equality, especially on people with needs (van Ommen, 2019). Therefore, helping such students is one of the ways to show fairness by ensuring they are in the same phase with other students. Technology has been led to many improvements in learning. Teachers are using computers and electronic devices to engage students in more learning materials that are improving student's ability to read (Picton, 2019). With features that support learning, the teacher can make a wide of learning issues without having to carry bulky files for referring while teaching. Read More