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Essay / Research Paper Abstract
A 6 page paper that includes statistical data. The writer discusses the relationship between language disorders and learning disabilities or language-based learning disabilities. Bibliography lists 6 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGlblrd.RTF
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Unformatted sample text from the term paper:
school, Brown, Aylward and Keogh (1996) tell us that "problems of language comprehension and expression have always been included as identifying characteristics of a learning disability." Many believe that the
major reason for learning disabilities is a language disorder (Brown, Aylward and Keogh, 1996). In fact, Lee (DATE) reports that "approximately 40% to 60% of students with a learning disability
have also been diagnosed with a language-learning disability" (p. 99). Wegner and Reed (2005) reported that approximately 7 percent of children entering kindergarten in the United States meet the
criteria for "specific language impairment" (p. 300). Other data are more disheartening - of both children and adults who have been identified as having language-based learning disorders, between 80 and
85 percent have specific functional reading disorders (Wegner and Reed, 2005). Among high school students who drop out, more than half have a language-based learning disability (Wegner and Reed, 2005).
The real tragedy is that, as these authors point out, "85% of adults with poor reading skills could have been identified by mid-kindergarten" (Wegner and Reed, 2005, p. 300). Common
sense tells us that if a person has a language disorder, they will have a learning disability. By definition, a language disorder meets the criteria for identification of learning disability.
Beyond that, however, is the fact that any student who is struggling with language will not be able to read and write as well as a student with no language
difficulty (Lee, 2005). In some cases, the child may also have difficulties speaking (Lee, 2005). Wegner and Reed (2005) reported that learning disabilities include deficits in basic language, basic reading,
mathematics, and written expression. They point out that "with the exception of pure math calculations, all areas require language skills" (Wegner and Reed, 2005, p. 300). That immediately gives us
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