Language-Based Learning Difficulties

What is a learning disability?

Language A learning disability is a neurological disorder that affects the brain’s ability to receive, process, store and respond to information. The term learning disability is used to describe the seemingly unexplained difficulty a person of at least average intelligence has in acquiring basic academic skills.

Many learning difficulties are language-based. In our school system, most information is taught via language – listening, speaking, reading and writing – so it is not surprising that otherwise intelligent students with language impairments fail to succeed. See below for some language development milestones.

What are some symptoms of language-based learning difficulties?

Your child may be experiencing language-based difficulties if they have trouble:

SPEAKING	WRITING
Thinking of the right word	Using grammar words properly
Using grammar words properly	Forming full sentences
Forming full, logical sentences	Linking ideas in paragraphs
Telling stories in a logical order	Spelling

UNDERSTANDING	READING
Understanding grammar	Decoding words
Comprehending information quickly	Making sense of sentences/paragraphs
Understanding sarcasm, jokes, etc.	“Reading between the lines”
Following conversations and directions	Reading quickly

How can a speech-language pathologist help?

Speech-language pathologists have a unique knowledge base of how cognition interacts with language. Speech-language pathologists help build core and compensatory language skills so that students won’t need to rely on tutors for all their work in the future.

Is there anything I can try myself?

Language-based learning difficulties tend to be complex to remediate, so it is best to obtain professional guidance.

What language skills should you expect?
By Age 5	Vocabulary consists of 2200-2500 words Begins to know letter names and sounds as well as numbers and counting Uses “when”, “so”, “if” to make sentences longer and more complex; adds descriptive details to sentences Basic sentence forms acquired; uses regular past tense (e.g., he walked) and third person (e.g., he walks); uses pronouns herself, himself, yourselves Recognizes and writes own name as well as some letters
Age 5-7	Uses vocabulary of 3,000-5,000 words Beginning to use/understand passive sentences (e.g., the line was drawn) and learns exceptions to grammatical rules Can match letters to sounds Learning some sight words and can spell some words Plays with sounds (e.g., Pig Latin)
Age 7-9	Learns new words via reading, not just conversation Understands that there are multiple meaning words Uses more figurative language (e.g., it’s raining cats and dogs) Reading is more fluent; shifting toward comprehension as focus instead of sounding out (silent reading at a rate of 130 to 220 words per minute) Speaking at a rate of 125-175 words per minute Learns patterns in spelling Complexity of written language matches spoken language
Age 9-12	New learning is done via reading (focus of reading is now on comprehension) Understands common idioms (e.g., “a piece of cake”, “go the extra mile”) Increased variety and complexity of written sentences Reading is efficient, automatic, fluent (silent reading at a rate of 180 to 300 words per minute)
Age 12-18	Uses vocabulary of 10,000 words by end of high school Written language more complex than spoken Full range of adult grammar used and understood Critical thinking and reading skills developed; can distinguish fact from opinion in writing Silent reading at a rate of 250 to 450 words per minute Speaking at a rate of 180 to 220 words per minute Study skills developed