Children with difficulties in language learning experience considerable problems in writing and spelling. This systematic review explores the research literature that has been conducted with children who have language learning difficulties (developmental language disorder) through the lens of Chenoweth and Hayes' (2003) model of writing. The model…

We conducted a scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses to map the available research describing verbal pragmatic skills development and problems in school-age children with primary language impairments and children with language-learning disabilities. A total of 112 reports met inclusion…

Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in…

Learning disabilities (LDs) have long been presumed to be a neurological disorder resulting from a deficit in 1 or more cognitive processes. Although the emphasis on cognitive processing disorders has been included in the definition since the term was coined, and although it arguably represents the key distinguishing characteristic of LDs, it also…

Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…

Research is reviewed on conversational competence in learning disabled (LD) children. LD children are viewed as eager to fulfill conversational responsibilities while compensating for linguistic inadequacies. Findings emphasize the importance of teaching conversational skills. (CL)

Research is reviewed on the communicative ability of learning disabled (LD) adolescents and its effects on acceptance by peers. Difficulties are noted in social perception, oral language, and social experience. Suggestions for enhancing communication and social skills include using group-contingent reinforcements and exposing LD students to normal…

This paper focuses on definitions, incidence, and characteristics of the multihandicapping condition known as "learning disabled, hearing impaired," in order to provide a means of identifying these children and determining whether or not they require different teaching strategies. (JDD)

Research is reviewed on language growth between 10-14 years in children with language-learning disabilities. Delays are discussed in semantic development, concept formation, syntactic development, memory, and pragmatics. A strategies-based intervention focus is described along with the need for counseling and for developing adaptive coping and…

Begins by using the traditional psycholinguistic view of comprehension as a framework to compare the processes involved in listening and reading comprehension. Two other views of comprehension are then discussed. Finally, ways in which these different views of comprehension affect approaches to assessment and treatment are reviewed. (Author/CR)

Distinguishes between full inclusion and optional inclusion for children with language-learning disabilities (LLD), reviews studies on the outcomes of inclusion, describes a university-school partnership model for educational restructuring, and outlines six reasons why innovative changes, such as inclusion and integrated learning, are difficult to…

The literature on oral narrative comprehension, memory, and production abilities of language-learning-disabled students is reviewed. The relationship of these abilities to academic success is noted. (Author/DB)

This article provides a brief overview of the various areas of research that have served to clarify the condition of dyslexia. Using topics and content appearing in A. L. Benton and D. Pearl's (1978) text, Dyslexia: An Appraisal of Current Knowledge, as the point of departure, evolution of the definitions of dyslexia is traced to the current and…

Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)

This article reviews the literature on spelling development in alphabetic scripts. It describes how once children begin to learn that the function of alphabetic writing is to represent the sounds of language, they go through the process of learning sound-spelling correspondence in increasingly fine detail, from syllables to phonemes. (Contains…