Language-Based Learning Differences

Language-based learning differences affect a person’s ability to process information and learn in one or more of the following areas:

  • Basic reading skills

  • Spelling

  • Math calculation and/or math reasoning

  • Oral and/or written expression

  • Listening comprehension

Many times, the student is very bright, but struggles unexpectedly.

Dyslexia and other language-based learning differences are characterized by difficulty with learning to read fluently and with accurate comprehension. This may include difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, or auditory short-term memory. Recent scientific research has done much to address the needs of children with language-based learning differences. Key School implements this research, such as multisensory learning techniques, and provides structured, sequential, logistical steps to help students master each skill before progressing to the next level.

Indicators of Dyslexia

General Challenges

  • Difficulty naming colors, objects, and letters (Rapid Automatic Naming)

  • Memory problems

  • Sequencing problems (can’t remember the days of the week or months of the year in order)

  • Needs to see or hear concepts many times in order to learn them

  • Distracted by visual stimuli

  • Downward trend in achievement test scores or school performance

  • Work in school is inconsistent

  • Teacher says, “If only she would try harder.”

  • Relatives may have similar struggles

Challenges with Math

  • Difficulty counting accurately

  • May reverse numbers

  • Difficulty memorizing math facts

  • Difficulty copying math problems and organizing written work

  • Many calculation errors

  • Difficulty retaining math vocabulary and/or concepts

Challenges with Written Language

  • Difficulty putting ideas on paper

  • Many spelling mistakes

  • Does well on weekly spelling tests, but there are many mistakes in daily work

  • Difficulty in proofreading

Challenges with Reading

  • Difficulty learning to read

  • Difficulty identifying or generating rhyming words or counting syllables (phonological awareness)

  • Difficulty with hearing and manipulating sounds in words (phonemic awareness)

  • Difficulty distinguishing different sounds in words (auditory discrimination)

  • Difficulty learning the sounds of letters

  • Difficulty remembering names and/or shapes of letters

  • Reverses letters or the order of letters when reading

  • Misreads or omits common small words

  • “Stumbles” through longer words

  • Poor reading comprehension during oral or silent reading

  • Slow, laborious oral reading

Challenges with Oral Language

  • Late in learning to talk

  • Difficulty pronouncing words

  • Difficulty acquiring vocabulary or using age-appropriate grammar

  • Difficulty following directions

  • Confusion with before/after, right/left, and so on

  • Difficulty learning the alphabet, nursery rhymes or songs

  • Difficulty understanding concepts and relationships

  • Difficulty with word retrieval or naming problems

 

 

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