Journal Language Disorder Essay

1035 Words3 Pages
bulb-icon

Recommended: The effects of parent involvement/engagement on student achievement

Journal Language disorder

A language disorder is an impairment that makes it hard for someone to find the right words and form clear sentences when speaking. It can also make it difficult to understand what another person says. A child may have difficulty understanding what others say, may struggle to put thoughts into words, or both.
Types of Language Disorders

There are three kinds of language disorders.
1.Receptive disorder 2. Expressive disorder 3. Mixed receptive-expressive disorder Receptive disorder involve difficulty understanding what others are saying. Following are some of the characteristics a child will show with receptive disorder delay
• At 15 months, does not look or point at people or objects when they are named …show more content…

• Receptive language disorder is often associated with developmental disorders such as autism or Down syndrome. (Although for some children, difficulty with language is the only developmental problem they experience.)
• damage to the brain, for example due to trauma, tumour or disease.
• hearing impairment, vision impairment and attention disorders – due to difficulties in attending fully to what is being said.
Recommendations /strategies.
Treatment options for receptive language disorder may include:
• speech-language therapy (one-on-one or as part of a group, or both, depending on the needs of the child)
• providing information to families so that they can facilitate language growth at home
• special education classes at school
• integration support at preschool or school in cases of severe difficulty
• referral to a psychologist for treatment (only if there are also significant behavioural …show more content…

In general, mixed receptive-expressive language disorder is characterized by a child's difficulty with spoken communication. The child does not have problems with the pronunciation of words, which is found in phonological order. The child does, however, have problems constructing coherent sentences, using proper grammar, recalling words, or similar communication problems. A child with mixed receptive-expressive language disorder is not able to communicate thoughts, needs, or wants at the same level or with the same complexity as his or her peers. In addition, the child often has a smaller vocabulary than his or her peers. Children with mixed receptive-expressive language disorder also have significant problems understanding what other people are saying to them. This lack of comprehension may result in inappropriate responses or failure to follow directions. Some people think these children are being deliberately stubborn or obnoxious, but this is not the case. They simply do not understand what is being said. Some children with this disorder have problems understanding such specific types of terms as abstract nouns, complex sentences, or spatial terms. In this language disorder child have both the characteristics of receptive and expressive

Show More
Related

  • Why Children's Development May Not Follow The Expected Pattern Essay

    474 Words  | 1 Pages

    Sensory impairment or Genetic disorders: This could affect child’s communication and reading-writing ability. Children with hearing

    Read More

  • Nonverbal Learning Disorder (NVLD)

    993 Words  | 2 Pages

    Usually when people ponder upon the words learning disability they think of dyslexia dysgraphia, or dyscalculia. On the other hand, in some cases some individuals have difficulty with social skills, and understanding nonverbal cues. Moreover, let’s say the same individual can read beyond his/her grade level but is unaware of the main idea or other important aspects of the story. All of the things that were stated are signs of nonverbal learning disorder (NVLD).

    Read More

  • Speech Impediments In Schools Essay

    1078 Words  | 3 Pages

    Alan Kamhi (2006) understood treatment options are not easy to choose because “there is no simple prescription for choosing an intervention approach because clinical expertise and client values will vary” (p. 272). Helping a child succeed needs more than one person’s help. A great way for children’s speech impediments to disappear is if every person in those children’s lives to be active teachers. Yauch (1952) believed that the speech correctionist must “help the teacher become more competent” because the student’s improvement will be more “consistent” (p. 98). Instead of a student going to a speech therapist two or three times a week as their cure, parents, relatives, siblings, and teachers must participate in the student’s therapy. If treatment effort is begun promptly, “75% of children with speech delay normalize their speech errors by age 6” (Kamhi, 2006, p. 272). How can society make that percentage increase? Children usually go to treatment with a specialized therapist for two to three hours a week. If parents, teachers, and siblings start to help too, the child has treatment 24/7, which will help the child’s disorder disappear much faster. The way this is possible is for the parents and teachers to have a meeting with the school’s speech therapist to explain what the child has trouble on, what part of the mouth the impediment is coming from, words that are often pronounced wrong by the child, and ways to help

    Read More

  • Clinical Observation Paper

    691 Words  | 2 Pages

    Background Information: On February 9, 2018 I observed a clinical session, the client was a 4-year-old child with a genetic disorder, which presents a mixed expressive-receptive language disorder as well as other language delays.

    Read More

  • Speech and Language Disorders

    918 Words  | 2 Pages

    In reading the text, there are many definitions associated with the field of speech and language disorders. The term speech and language disorder is used to identify all disorders that fall under this category. IDEA uses the term speech and language impairments. This term defines having communication disorders such as stuttering, articulation problems, and language or voice impairments that can affect a child’s education. In some states, students can receive speech as a special education with related services without having another disability. However in other states, if a student qualifies for speech services they only receive speech and do not qualify for special education and its related services.

    Read More

  • Selective Autism Research Paper

    1019 Words  | 3 Pages

    Many children with selective mutism have premorbid speech and language problems (38%). Correspondingly, children with selective mutism elude speaking out in fear of being tormented for distorting a word. Language development deficits should be thought of before selective mutism, even though it is probable for both to be present simultaneously. Children with selective mutism may also have ordinary receptive linguistic and cognitive skills, but they can show refined expressive language insufficiencies not related to social anxiety (Wong,

    Read More

  • The Importance Of Language Representation In The Brain

    932 Words  | 2 Pages

    Specific language impairment (SLI) is one of the most common childhood disorders, affecting 7% of children. These children experience difficulties in understanding and producing spoken language despite normal intelligence, normal hearing, and normal opportunities to learn language in the absence of any obvious neurological problems. The causes of SLI are still hotly debated, ranging from nonlinguistic deficits in auditory perception to high-level deficits in grammar.

    Read More

  • Dyslexia Research Paper

    320 Words  | 1 Pages

    Dyslexia is a common disability that has about 3 million cases per year in the United States. This disability gives you trouble reading because the letters look like they are dancing and all the letters are jumbled up. This also makes it hard for these

    Read More

  • Cerebral Palsy Communication

    860 Words  | 2 Pages

    Children with CP communicate in carious ways: speech, vocalization, gesture and body language, and perhaps augmentative and alternative communication (AAC) systems and/or written language. Any intelligible communication is accepted in a ‘total communication approach’ and it is accepted and revised for most children (Pennington, 2008). Therapy to foster the development of receptive and expressive spoken language follows the same principles and practice as therapy for children without motor disorder (Hidecker et al., 2011). Just like screenings, therapy may need to be adapted to a limitations and an individuals needs of a child that has restricted speech movement with restricted speech and (Watson,

    Read More

  • Dyslexia Research Paper

    1907 Words  | 4 Pages

    (International Dyslexia Association website). “Dyslexia does not only mean difficulties with reading and spelling. Now it is understood that dyslexia cover a broad range of things including visual and auditory processing and memory capacity. It can be very hard to identify these difficulties in childhood, as children naturally develop coping strategies to circumvent problems”. Olds S. (2016) The two kinds of dyslexia are development dyslexia and acquired dyslexia. Development dyslexia means the child has a neurological condition that causes the child to have a problem in phonological awareness or not being able to identify and manipulate the sounds of language. Including the capacity to distinguish sounds, count syllables and identify rhymes. (International Dyslexia Association website) Acquired dyslexia is from trauma or injury to the parts of the brain that control reading and writing or later in life as the result of a tumor or

    Read More

  • Living With Social Communication Disorder

    603 Words  | 2 Pages

    Communication plays a huge role in our everyday life. A child living with the inability to communicate or hold conversations in a socially appropriate way can be classified as a Social Communication Disorder (SCD). According to The Understood Team (n.d.), a child with a SCD “[has] difficulty with pragmatics—the unspoken, subtle rules of spoken language that allow people to connect.” SCD affects a child’s ability to grasp new concepts in and out of the classroom making it more difficult when handling, the already complex, life. Living with a Social Communication Disorder can make every day experiences like learning and the ability to interact with peers more of a challenge.

    Read More

  • Speech and Language Disorders

    2768 Words  | 6 Pages

    Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they may omit, substitute, or even distort sounds, hindering their ability to talk. Students who lack in ways of expression have problems explaining what they are thinking and feeling because they do not understand certain parts of language. As with all types of learning disabilities, the severity can range. Two extreme cases of expression disorders are dysphasia and aphasia, in which there is partial to no communication at all (Greene, 435, 2002). Individuals can also have a receptive disorder, in which they do not fully comprehend and understand information that is being given to them. They can experience problems making sense of things. “Children may hear or see a word but not be able to understand its meaning” (National Institutes of Health, 1993, p1). Whether children have difficulty articulating speech, expressing words, receiving information, or a combination of the three, there is no doubt that the tasks given to them in school cause frustration. These children experience anxiety when...

    Read More

  • What Is Dyslexia?

    719 Words  | 2 Pages

    Some difficult areas that one might see problems with include speaking, reading, and writing. Signs and symptoms of dyslexia associated with speaking include mispronunciations, problems following instructions, struggles with word retrieval, problems comprehending concepts related to word and sentence structures, and problems gaining vocabulary. Signs and symptoms of dyslexia associated with reading include word reversals, skipping of words, word replacements, trouble distinguishing between letters that look similar, and poor understanding of oral reading. Signs and symptoms of dyslexia associated with writing include exclusion of beginning or ending letters and problems with numeric cognition. Although there are many signs and symptoms for dyslexia, there is no specific pattern that effects everyone the same, but many times one might present multiple characteristics of the disorder. (SO

    Read More

  • Literature Review of Social Skills Intervention

    2476 Words  | 5 Pages

    A second research study considered language learning disabilities and social skills. This study employed 100 children 8-12 years old. 50 children had language learning disabilities and 50 control children did not. The 100 children, children with LLD and the control children, were given measures in intelligence, language skill, and social discourse individually in interviews over an hour and a half. Furthermore, their teachers were asked to complete a Social Skills Rating Scale that compared the children to ?typical children? of the same age and in the same grade. Children with LLD had significantly lower performance IQ scores than the children without LLD. Children with LLD demonstrated impaired language skills, for both receptive and expressive language, when compared to the control group. Children with LLD displayed poorer social discourse skills and were rated lower in social competence by their teachers. The children were also examined for di...

    Read More

  • Understanding Fluency and its Disorders in Speech

    814 Words  | 2 Pages

    Fluency is defined as “the continuity, smoothness, rate, and/or effort with which phonologic, lexical, morphologic, and/or syntactic language units are spoken.” (ASHA) That is, fluency shows one’s proficiency in a language. If someone is learning a new language he will not be fluent. However, a mother tongue is fluent. The speaker knows sufficient information about the language to allow him to speak in fast, rich language. Fluency disorders are disruptive in the fluency of speech. Their characteristics include overt characteristics (core, or primary, behaviors, and accessory, or secondary, behaviors) and covert characteristics such as attitudes and emotions. Although covert characteristics are very straightforward, overt characteristics need further explanations. Primary behaviors include part-word repetitions, audible and inaudible sound prolongations, and more. That is, they are disrupters within the speech

    Read More

More about Journal Language Disorder Essay

Open Document